July 7th 2025 King George School Board Regular Meeting

001I'd like to call to order the meeting of the King George County School Board. Invocation this evening will be done by Pastor Steven Wang, followed by a moment of silence. Before I start, I just have to apologize for my attire. I just I'm from LA. This is hot. So, and I'm going to work out, so you're lucky I'm not dressed like in the tank top or something. So, let's go and pray uh bow our heads. God, we just thank you so much. We bless tonight's meeting. It is such a blessing that summer is upon us and that our teachers and our students are getting the rest they need. Uh we bless the school board members for their dedication to King George County, to the students, the teachers, the administrators, the coaches, the bus drivers, the

002resource officers, all the support staff. May they get the refreshment the summer they need and be ready for the school year. I pray for you to be present tonight and that all the needs, the students and the parents and the teachers are heard tonight. uh bless the school board members each and every one of them for their dedication to our community. Let the decisions be made in civility and for the benefit of the students. In your name we pray. Amen. Please stand for the pledge of allegiance followed by a moment of silence. Republic. Do we have anyone signed up for public comment? No. And we're going to skip superintendent comment. Do we have any changes to the agenda? Oh, okay. Okay. So, first presentation Madam Chair, we have this evening with us virtually Jeff Harris

003and Haley Norpert. I think I'm pronouncing that correct. Uh if you remember back, the board of supervisors uh along with the school board suggested and uh asked us to look into the vocational school uh that currently exists between King George High School and King George Middle School. Uh we have this evening the final results of that report. uh and uh I'll turn it over to Jeff and Haley and they'll give us their findings. They have presented those to to those at of us at the schoolboard office and it's it's a wonderful report. So without further ado, Jeff and Haley, it's it's all yours. Maybe see him. Do we have to do we have to like talk to him from your computer? Jeff, can you hear us? There he is. It looks like there there's a

004mute sign. Are we muted as well? Hey, we're ready to go. You You can't hear us. We can't hear you either. It looks like you have the mute sign on your uh like when we see you on the screen, it has a little mute thing next to it. I hear you now. All right. Got it. How about he's running into your computer to let go. Looks like the other ones. too. Okay. So, you want to share the screen, right? Oh, there we go. I'm not using my my speakers I want to share. Dr. Boy, can you hear us? I can hear you, Jeff. Can you hear us? Okay. Can you hear us now? Yes, we hear you. Can you hear us? We can't hear them. Can you guys say something? Yes. Can you hear us?

005Nothing on our end. You hear us now? Can you say something now? Can you hear me? Technology is great. Let's not Can you hear us? You want to just want to just tell them to present and then if we have questions we'll we'll relay them to Amanda. Hello. We can hear you fine. Uh you can't hear us at all. We're just going to if if it's okay with you, we'll just have you go ahead and present the report and then if we have questions from the board, we'll relay those to Amanda to type in. Okay. You're good to go when uh when you're ready. Okay. Okay, first of all, I apologize for the technical difficulties. Um, my name is Jeff Harris and with me is Haley Newer. Uh, Chris Gosset was heavily involved in this

006study for you guys, but unfortunately he can't make it. He had a funeral to attend uh this afternoon. So, um, if you guys can hear me, okay, someone give me a thumbs up. Okay. So, uh we want to uh thank you guys for giving us the opportunity to present this study uh go over it with you at kind of a high level. We are happy to answer any detailed questions you might have. But, um you know, we just want to kind of go over the intent of the study and kind of give you our findings and and share with you some some design thoughts at the end. Um so you know we assembled uh a team of our most trusted consultants. Um we had niche engineering was handling the civil survey. Bay Marshall and Francis

007had handled the structural investigation of the building. Thompson consulting engineers looked at the PMB systems. Uh and you know with with the RMN team we were able to put this study together for you guys. Uh some of the areas that we were focused on is uh the civil. We wanted to look at the exterior of the building, make sure the site uh was going to work and kind of uh uncover what we think were potential areas that would need to be addressed uh if this uh renovation were to take place. We looked at the exterior of the building and the interior as well. We looked at ADA code compliance, um, building safety. We looked at the roof. Uh, we also looked at the all the mechanical, electrical, and plumbing systems. Most importantly, uh, our structural

008engineer did an assessment of the existing conditions. And I think you'll you'll see some some good information on that in that regard. Um, fire suppression system. You know, uh, there's not one in the building, but that's something that we wanted to point out to you guys. And then lastly, hazardous materials. So, um you know, in going through this, we kind of uh did an overall assessment that we put into a chart to kind of give you a a a quick way to look at this and understand where the problem areas are. First, uh the first part of the chart is civil. Let me zoom out. So what we did was kind of um categorize the condition and of each of the important aspects of the the civil design. Uh you can kind of see where

009the ratings fall. If something is kind of in between a four or fair, we would put it right on the line. But when it comes to adding up the uh x's in each category, if it fell on the line, we assigned it to the the poor category. Does that make sense? So you can see uh site related, you know, it doesn't get bad sports. Uh when we get down to the building, the exterior is in pretty poor shape. uh mostly due to the fact that there's no cavity in the exterior wall. You've got water and and and wind driven rain hitting the same CMU that makes up the interior of the building. So, there's a lot of water infiltration. I'll show you a couple pictures of what that looks like. When you get to the

010interior, um there are certain areas that were in pretty decent shape. You know, this is the fair category. Um there are some that were in poor. Uh when you look at ADA compliance, you know, this building was built a long time ago, so there's a lot of things we would have to do to upgrade it if we were going to convert it into uh a newly renovated CTE facility. Uh safety and security needs a little bit of work there, a little bit of attention. Uh building code compliance, the electrical room is a is very tight. Uh not really much need for handrails. Um, when you get into roofing systems, it's got a a a retrofit metal uh roof on top of it. It's in decent shape. Uh, because it's a single slope. U, there's no

011ponding water, so that's a good score. When you get into mechanical systems, as you can imagine, very outdated equipment needs a lot of attention there. Same for electrical. Uh, some of the intercoms, some of the low voltage stuff is in okay shape. plumbing, as you can imagine, a lot of old piping, a lot of old fixtures. It's in pretty poor condition. At the end of, you know, these uh when you get down to the bottom, we're looking at structural. It's got some things that need attention, but it's also got some some pretty good scores structurally. So, the bones of the building are in pretty good shape. So, when you tally up what's poor versus what's really good about the building, you can see where the numbers kind of fall. All right. The good news is

012is we know you guys view this building as an asset. So, there's ways to take advantage of that, use it if you guys feel like it's the right decision for you. Um, so we also summarize down here what some of the biggest problem areas are. Take a look. I'll zoom in a little bit. Uh, so you've got four windows. I think they're single pane. They're not insulated glazing units like we put in buildings now. Um that's creating a lot of energy uh usage concerns. Lack of air cavity as I mentioned before. It's allowing wind driven rain to go through the CMU and into the building. Uh so we have ways to fix that. We're going to show you some ideas uh towards the towards the end. Um no insulation within the exterior walls. that was

013not uncommon back when this building was constructed. Uh we're also going to fix that with our solution as well. Uh significant deterioration of the exterior exterior building envelope with the masonry uh mortar is deteriorating. There's some brick movement, block movement. Um some of the reinforcing that's used within CMU, it is rusting and it's popping mortar out on the interior of the building. ADA accessibility is a bit of a concern, but nothing that can be overcome. Uh life safety concerns include unsecured electrical panels. You know, where you've got them, it's it's fine, but they need to be secured in a better fashion if you're going to have a lot of students in the building. Uh you've got some hazardous materials that need to be abated and removed from the building. And then, as you can imagine,

014the aging condition of a lot of the PME systems just needs to be replaced. So, any questions so far? Any questions? All right. Um, you you you're going to hear me say water infiltration um is a big big problem that has to be addressed. So, if we take a quick look, I'm just going to show you a couple of photographs and all the stuff that's included in the report. when you see the um some of the moisture damage is being caused. Here's one example. This is a CMU block wall inside the building and you can see that the mortar is deteriorating. It's turning to powder. That's due to moisture. So, what happens is moisture gets inside the wall. You've got steel wire reinforcing in the wall. when the water hits it, it starts to rust,

015right? So, it pops the mortar out. And then long time, long-term moisture exposure can also turn the mortar into a powder. So, you got a combination of reinforcing that's expanding because it's rusting along with this becoming powdery and you just it just it's not something that you want to let go for too long. Another example of the moisture problem. You can see in this photograph here, we're seeing this in lots of interior spaces in the building. The paint's not sticking because of the moisture in the wall. And down here, it's starting to do the same thing. This is an example where the the block is becoming powdery. So, the paint's not going to stick to that either. Um, as I mentioned before, the solution we have um, moving forward we think would take care of

016this um, and it would shouldn't be a problem in the future. See, so if you guys don't have any specific questions about um kind of the overall um issues in the report, what we want to show you is how we think we can make this building work for you. If you were interested in in moving forward with the renovation, this is the existing floor plan right here. Things that are dash are things that we would demo. we would remove them to make the space work with the newer layout. So, there's a lot of walls back here we would take out. Clearly, the um the toilets would need to be rehab. We would have to make those ADA accessible. So, part of that includes making them larger. You got mechanical uh I'm sorry, electrical room down

017here that we would have to enlarge to make it code compliant. Uh we would remove all of the exterior windows and put in new um more energy efficient windows that are insulated and and um it would save you a lot of money on your monthly energy bills. Um some of these overhead doors back here would be removed and we would infill those with masonry and make it look like the rest of the building. You've got some existing overhead doors here that we would recommend replacing and installing new overhead doors that are insulated. U because these doors we think would serve the new function in these spaces very well. So we're we're not suggesting infilling them. We're suggesting replacing them with new insulated better operating doors for these spaces. Um any questions about this idea? Okay.

018So, we think based on the information that Dr. Boyd and his team has shared with us, we think um a layout like this would serve you well knowing what um curriculum or courses you want to go in here. And there's always room for adjustment if necessary. Or maybe you say, "Well, you know, maybe we want to move engineering or mechatronics. We want to keep it in the existing high school." Um, you know, that's fine, but what we're trying to do is show you large blocks that we think can work for whatever your intended purpose is. So down here, what we would recommend is creating a new public entrance to a multi-purpose culinary space that can serve for uh banquetss, small um functions, uh opportunities for the culinary arts students to kind of show off their

019work and serve, you know, maybe it's a banquet for a volleyball team or something. Uh maybe it's it could be anything really, but this would serve as a classroom type space when needed, but also a multi-purpose uh after hours event space if needed as well. some school divisions they have tried to open up this uh this diner scenario to uh staff and students certain days of the week allow them allow staff to come in and uh maybe purchase lunch there instead of in the cafeteria. So it's a it's an opportunity for a lot of different uses but it would be directly connected to the kitchen. So, uh, you know, if the instructor has, you know, more of a lecture type scenario, they can be in here and then when it's time for hands-on activities, they

020they move into the kitchen. You, if you recall, we closed up a couple of overhead doors back here. Uh, we'd infill those, and this would become a location for laundry, cold storage, and dry storage for the kitchen. We would need an electrical space here to serve all the electrical uh equipment in the kitchen. And then this would be uh the teacher's office if if necessary. One of the other things we felt would be essential is having a shared multi-use changing room for boys and girls. This would serve all the electives over here that needed it. Um we think that this would be space that could be afforded to uh be taken over for that purpose and not try and have a locker room in each and every one of these spaces. This would be a

021you know a shared locker room space for all those uh different u curriculums. We come in here this would serve as health sciences with an office and storage located here. We do have two shared classrooms that can be coordinated and scheduled between all the different electives. So these would serve you know uh the staff and they will be scheduled um accordingly. This back here would be an alternative uh ed classroom. We do have a conference room sloff right here. It's located off the hallway. So, you could access this conference room without going into the alternative bed space. Over here are where the current toilets are located, but you'll see they are much larger. So, the blue lines indicate where we've expanded the toilet. So, the blue walls are new walls. So we would make these

022fully ADA accessible and that should give you enough toilets to serve the entire facility. Over here would be uh engineering meatronics and robotics. They would have uh their own storage space, tool room and additional storage here. Uh one thing I forgot to mention is having a staff toilet located right off hallway. Uh this is currently a very small restroom. We would have to expand that to make it ADA accessible as well. that you would have student toilets here and you would have staff or you know single-use toilet right here. Over here is agricultural building trays. They would have a sizable storage room here. They would also have uh we would keep that overhead coiling door to give them access to the greenhouse which is located right over here. Uh I did not mention keeping this

023overhead door for access for delivery of materials for engineering and mechatronics as well. We come back down here. This is where the electrical room is currently located, but it's too small. It's undersized. So what we're recommending is keep this existing wall and let this entire space become the new electrical room. So any questions about the proposed layout? And again, we haven't gone into detail with very precise layouts. What we're trying to show you is, you know, the rough size uh for each space and, you know, the configuration of each room. You know, we would need input from you guys to know exactly how it needs to lay out. But we think that these sizes are pretty well adequate for the programs that you guys would like to put in here. Okay, there's no questions about

024that. Um, I mentioned that we think we've got a way to deal with the water infiltration through the existing exterior wall. And this is a section that we roughed up to kind of demonstrate how we would solve some of those problems. Um, take a little bit closer look. What you guys currently have is 4 in of CMU here with 4 in of brick here with no air space. So, water is getting through the mortar here and making its way through the wall and then it's coming out on the interior of the space. That moisture is creating a lot of indoor air quality issues. Uh, you know, potentially mold in some locations. I think we saw some of that. So, first thing we need to do is dry that building out and and remedy the the

025mold issue. Um, get the get the wall dry so the paint will stick to it. So, what we're proposing is come back with spray foam insulation on the outside. That serves as one an air barrier, keeps water from getting through the exterior wall, the existing exterior wall, but also gives you some insulation value. It's going to allow you to downsize some of your mechanical equipment and it's going to make the building much more energy efficient. At the base of the wall, what we would propose is coming down here to the existing footing and extending that concrete footing a little bit to allow us to build a a masonry brick skirt up for a portion of the exterior wall. And what this does, it kind of grounds the exterior of the building, but it also gives

026you a very durable material where you're going to have weed whackers and lawnmowers up against the building. If we brought metal panel right here, we brought this all the way down to the ground. Over time, it's going to get beat up and destroyed. So, we think extending the brick down for, you know, a few feet, what was this, three or four feet? Is that Yeah. 3 foot4. Uh it's going to give you a very durable base of the exterior wall and it's going to serve the building well for the life of the building. Uh here at this point, we would transition to a metal panel accent. Uh I think you got some of that on your middle school renovation. You may even have that on on the some parts of the high school. We would

027have a corrugated metal accent that extends up to the underside of this overhang. Uh this would be a different metal panel just for character to give it a little bit of aesthetic appeal. So this is two different types of metal, but most importantly that would be attached to some Zfurring. It goes back to the wall and allow us to get this spray foam insulation all the way up to the underside of the roof O-ring. So, one, you're making the exterior watertight, you're giving it some curb appeal, and you're also making it much more energy efficient. As far as the roof goes, we think we can reuse the existing metal framing. That's giving you a single slope roof and probably just go back with a new standing seam metal roof over the existing framing, saving you

028some money there. So, any questions about this idea? I need to go do cost. You want to ask you want to ask about cost now? Okay, we can keep going. Yeah. Okay, there's no questions there. I guess the last thing you guys might be interested in is what might the cost look like. So when we're working at this kind of design level, it's very difficult to get a detailed estimate. So, we work with our trusted U cost estimator that does a lot of our detailed estimates and he's got enough data um that he had he can pull together reasonably well numbers for different aspects of the renovation. um naturally with this at this level of design, he's got a little bit of fluff built into it, but that's going to um kind of cover anything

029that we haven't thought about at this point. So, um just understand these are a little bit fluffy, but they're going to be within the ballpark. Uh and you know, I don't think anything would be twice I don't think he would estimate anything twice what it actually would be. you know, we might be, you know, 10 15% higher. That's just because at this point there's so many unknowns, too many things we don't know. So, when you look at this a little closer, our our existing building square footage is about 17,700 square ft. So, he's able to come in and kind of do major categories and assign relatively good costs to these, uh, giving us a cost per square foot. and he's kind of indicated over here uh under the comment section some of the things that

030he's made sure he's covered. At the end of the day, when you get down to an estimated cost, we're looking at about $335 to fully renovate this $335 a square foot, I should say. Sorry. So, that gives us a number of about $5.9 million. Now, he's separated out his site costs. These are estimated numbers that he thinks it will cost for things like site demolition, regrading, temporary erosion, sediment controls, new asphalt drive lanes, allowance for minor utility modifications. You know, we might have to reroute some storm piping, might have to reroute some gas lines, what have you. Um, and then you've got allowance in here for minor electrical and sight lighting modifications. So another safety factor which it's good to consider at this early of the fa of the project is a design contingency. This

031is not construction. This is design. This is to account for things that we don't know that you guys might want. You guys might come in and say, "Oh, we need to add, you know, 10 of these. We haven't told you about that yet." This is just a little safety factor to cover things that will become known as we go through the course of design. So, there's a little bit of fluff here as well. At the end of the day, we think we're about almost $400 a square foot if we were to bid this in summer of this year. Well, I guess we're already in July. So, as of right now, it would be about $400 a square foot to do what we think we would need to do. He's also escalated this out to the

032middle of 2027 to account for inflation, bringing the total construction dollars to about $430 a square foot. So, what you guys have to decide is, you know, we're getting up into new costs per square foot at this point. And is it, you know, is the building enough of an asset that you want to hang on to it and make a renovation like this happen at this kind of cost or is another are there other options that you guys are willing to consider? You know, if you look at the total square footage, 17 almost 18,000 square feet, you know, um the cost is, you know, you're looking at somewhere between 7 and $8 million. That's just for construction. That does not include Design cost would typically be about 20% of this. And that includes full AE

033design. It's going to be all of our consultants. It's going to require it's going to include special inspections. It's going to be uh furniture and equipment costs. So, um you know, there's permit fees, things of that nature. So, all of those soft costs get lumped into that 20%. Our design fee is not 20%. I don't want you to misunderstand that. But when you factor in everything, um you know, is building official going to charge to review, you know, all those things will be lumped into that 20% as as well as, you know, like I said, your furniture and equipment costs. So you would multiply that seven $7 million or $7.5 million times 1.2 to give you a rough overall project cost. And some again some positives I want to reinforce here is that the building

034has good bones. Uh we can certainly make anything you want uh to have included we can make it happen. Um, you know, concerns might be the cost for renovation, you know, approaching new square footage costs. And then, um, does the existing layout lend itself to what you guys really want to do. Um, when you have some existing walls, it's it's not too difficult to remove some of them, but you certainly don't want to go in and just clean everything out and uh, wipe all the existing walls out. So some of them you naturally want to keep to make it cost effective. So then you're trying to shoehorn programs into existing space as best you can. And we think that the layout we've shown you um we think it will serve you well. But you guys

035have to decide is that the right move for you versus new Okay, Amanda's going to type it. Yeah. uh you know, we're we're seeing it anywhere from 400 to 475 a square foot depending on the type of facility. Elementary schools might be, you know, closer to 400. Um high schools and CTE facilities, if they're very specialized, uh you know, you're going to be 450, 460. Um, you're going to have, you know, as you can imagine, your culinary arts space is going to be pretty intensive. It's going to require a lot of the infrastructure, plumbing, electrical, roughing, you know, that's going to be, uh, a higherend space. Um, when you get to mechatronics, uh, you know, that potentially could be an expensive space. Um, but I would say probably um your culinary arts is going to

036be your most expensive space in this building. So, you know, I would say for this building, you're probably looking at maybe 450 a square foot overall. Not much difference. Now, if when we talked before, you know, if they were to remove the existing building and build on that same land, then you're you're talking about 450, right? You're talking about that cost per square footage. If you were to say, well, maybe what if we build a vocational building somewhere else, then there's a lot of added cost to that cost of the land, site work, all of those other things. So, to put this in context too for for the community, I know that the school board has worked a lot on this. Right now, we have major capacity issues across the division, but most specifically at

037the elementary school level and at the high school level. Uh we are setting on a a past referendum right now for a $57 million elementary school, which would help on the elementary end of our capacity issues on the high school end. Uh the high school, King George High School was built for 1500 students. Uh we're currently sitting at about 1550 and climbing. Uh so to open up the vocational center would be a relief valve for the high school. It would provide additional uh workspace for our high school students. And I can tell you in my travels and talking to folks in the community, uh, elected officials in the in the community and and really even outside of our community, uh, vocational education is one that that is, uh, in high demand and and very a

038lot of folks are very interested in getting back uh, to to a working a workable situation here in King George. I can tell you around us there are a lot of functional and very successful vocational centers. The entire Northern Neck uses Northern Neck Technical Center. Spennsylvania has Spennsylvania uh technical center. Stafford has an academy system. Caroline has their own vocational center. Right now, uh since the vocational center here in King George closed, we have some vocational programs that are working out of the high school, uh but not a center like those other neighboring school divisions right now. So the added vocational program and also the u like I said the relief valve of allowing us to have some additional instructional space for a high school building that's at capacity is is really the catalyst that

039is has served for this feasibility study. I know our board is fully aware of that, but I wanted to make sure that the community is aware as to why we're we're doing this uh study. Any any questions you'd like to ask Jeff and pass on to uh group? already asked one, but I have more. But go ahead. Was a study done in the past on this building? I want to say that I've heard some about that before. Not that I know of on this particular building. Okay. This building was constructed in 1968. Uh it was it was run as a vocational center all the way up to 2008 I believe 2009 when the middle school the existing high school at the time King George High School was the middle school that moved over to the

040new high school and that was right about the time that the vocational center uh closed. So from uh around 2009 to to current 2025 it has been seldomly used. Uh there's been some programs. We've got uh King George wrestling that works out of the building. Uh we've had some parks and Rex programs work out of the building. We have Fox Stocks that's currently in the building. That's a program run by King George Education Foundation for school supplies for for less fortunate students. That's really been the extent of the building's use. So there's still programs I would say in in the building. Uh but it's it's aging quickly as has been pointed out. So, also something to be aware of is the 450 square foot. That's that's just square footage. It's going to if we rebuild,

041it's going to be so much more expensive than this because that's just not including all the plumbing and electrical and No, that includes that. Yeah. If we build brand new, I I think right now the cost of building brand new is uh which includes the mechanical, electrical, uh plumbing, all of those things. It's what they're estimating right now based on current economic conditions is about $450 per square foot, which should be about which would be about $50 more than the renovation. And that if I can ask a question constructurally question for them, Dr. Boy, there's Sorry, there's another point I'd like to make. Okay. I wish we could hear you guys. We don't know when a good time is to interrupt or not. Hey, call. Yeah, I would motion to call or mm second. You

042don't need to make a motion. Yes, sir. It's already a presentation. Can you hear me? Okay, I can. I'm really sorry this isn't working. It's painful to sit here watch you guys talk and not know what you're saying. I know it's hard. Yeah. Uh you can go ahead Jeeoff if you need to make a point and then we have a question from a board member. Okay. So uh another positive about renovating the existing building is you know it's it's on property you already own. If you were to go if you were to build a new facility on a different piece of property, you would have to consider site acquisition and then cost. So that's that's another advantage. Well, I didn't. Okay. So, one question, Jeff, is the cost estimate that you get $450 per square

043foot including everything. Same site. Well, construction wise, yeah, I mean, we're seeing we're seeing projects um you know, come in a little bit under that, a little bit over that. It all depends on region, location, complexity, um, and how specialized the project is. So, um, you know, the 450 a square foot would not include design fees again, but it should it should be a pretty good, um, you know, budget number for, uh, construction. It does not include demolition if we decided to, uh, level the current building and build on top of that. on top of the foundation. Correct. Um I would say probably not, but that's not a large building. Uh it wouldn't cost very much to demo that. The issue is you I don't know that you want to take it down to the

044slab and rebuild on the slab because you would still be cutting that slab a lot to move plumbing around to where you need it in a new design. I think you would wipe out the entire building slab down to foundations. I think you would remove all of them. Understood. If that makes sense. You have a question. I just want because I don't want to go into because part of what this this design includes now is removal of slab just for that purpose to to reroute plumbing, extend it to locations needed. So if we were going to build did not do the renovation way to go brand new on the same site. Are you're telling us that's including plumbing, electrical, all that kind of stuff for 450 around that estimated 450 square foot. Yeah, I think

045that's a good good budget number. Okay. My question related to that would be um from a professional's point of view looking at us right now if we were to what is the the more longlasting effect? In other words, if you do this renovation now based on what you just compared to totally using building a new building on the same um is there is the advantages new building lasts longer or would it be about the same? In other words, give me some advantage disadvantages to new building compared to renovation because the costs are not that much difference. No, you're right. One of the biggest advantages is you can tailor the design specifically to suit your programs. Here you're trying to shoehorn things in. Uh you're also going to get a a brand new building. It's it's

046going to um you're going to have a more energy efficient design from the outset. You're going to get uh newer materials. um you know, a lot of what you're going to get in this renovated building, but it's it's tailored to suit your your needs. Now, um you know, we're we are really bringing as much of this existing building up to code to current standards as we can, but there's some things we're just not going to be able to achieve. Um, but I think a new building is going to give you everything state-of-the-art. Um, and the latest and greatest in terms of our values for energy efficiency. Uh, you're going to get new mechanical units in either option. You're going to get new windows in either option. So, um I would say the to the extent

047that we're looking at renovating this building, um the biggest advantage is you're going to get something designed specifically to suit your needs. Go ahead. I And you're not going to be fighting with getting rid of mold and stuff like that. Do we have any site other site options? Like what would be a site option? There's no site option. we would have to buy something, but knowing that the county does have land available. I mean, is there have you have you looked at any of those site options that the county has in terms of what the county owns? Yeah, because I do know that they own stuff. So, I I mean, I can't recall where they are located and to know that if there would be an a site that would work out for this, but

048I know we have property, you know, office. Yeah. Why would we though if this is if this site's already available? If we build new, why not use the same site here? It's right next to the high school. I'm just thinking in terms of I mean, you have programs that are there right now. So, when you think about getting this up to code with everything that's required, if it was just a building, right, without having to build it out, it would probably be a lot less expensive using the existing structure that you have right now and just building it out to be able to be used for something, right? but then putting into another building what you really want to get for your programs. That's what I was just thinking because we could really use it

049use that building for something else. Yeah. How have we thought about getting this um an estimate for a building a new building the a brand new building? I mean, he's told us per square footage, but we don't have a breakdown. No, not I mean, you mean on a new piece of property? No, on the current one. Well, I think that Jeff, correct me if I'm wrong, but if we were to build on that existing piece of property a brand new building, is that also the $450 per square foot estimate? Yeah, I think you would have to factor in a little bit of demo cost to clear the old building out of the way. Um, you know, I I don't see that costing more than I mean, I'm guessing six or $700,000. The location is excellent.

050I mean, in terms of the accessibility for middle and high school students, they can walk to the, you know, if it were offsite or off-campus, then we would have transportation things to consider as well. I'm saying if we were to go ahead with a new building, we'd still be new feasibility study, wouldn't we? Or could we use this one saying only instead of this constants 450? I'm Jeff. The question is is that if we board wanted to consider a new building on that same location, would we need an additional feasibility study or would we what would be the next steps? What's the next steps? So what we would do is uh we would Are you thinking roughly the same size or would you go a little larger, smaller? What do you think? Roughly the same

051size. Yeah. So is that what's a discussion? Okay. We're kind of having the discussion right now. Uh some board members are in favor of it being larger. We have that parking lot right in front of it that we would uh potentially expand into and then uh some board members are interested in in it being on the same footprint footprint. Well, it's a quick math exercise. You know, I can take uh you know, we we'll call it 18,000 square feet. Um we could plug in 18,000 and give you a number. We could plug in 20. We could plug in 25. and give you multiple numbers to consider. We can also um I can give a little more refined number on the demolition cost and factor that in. And I can also go ahead and show you

052um some soft cost numbers so that you have the full picture. That's something we don't have prepared today and we should have and I apologize for that. But I can give you um soft cost numbers. You know, these are ballparks, but it'll give you a rough order of magnitude. So, we can quickly do that. Um I mean, I can add that to you tomorrow. Built on to So, enough with him. We need to Okay. I saw in the study that they were worried about the parking lot spaces and so and if we built it into the parking lot and there would be less parking lot spaces. So that's the issue with building it bigger too. And there really isn't any room. Well, there's the tennis courts that can be moved somewhere else for a parking

053space. So the way that I understand that by the county. So that area right there where the tennis courts are is owned by the county. I guess my madam chair, I guess my opinion in this is really not for the construction anymore. Just looking at this compared renovation to building new and all the advantages he mentioned about building new and even making some possible changes like Mr. Frank mentioned. I just would like to look at the possibility of building new because we're not talking about that much more when we're gaining. In other words, the elevated cost for new construction compared to renovation based on the value of new construction compared to the renovated building I think is definitely cost effective to do it that way. that you know the board's looking at how we're going

054to have the water for county throw at them a 14 million of everything versus $8 million or 10 million. This is an added thing that they almost gifted us. I want to say I hate saying it that way because they know it's a value but we're already going to throw 10 million at them and then to escalate that even higher. When is that going to happen? I guess well and and I think that And I think both boards and and I think our citizens now understand that we have capacity issues in our school division. Yeah, that's true. That's widely accepted at this point. To address those, there will be associated costs and I think trying to figure out how to minimize those costs is is the goal, right? So when you're considering, you know, this

055relief valve and and the added benefit that these vocational programs would offer our secondary students, it's it's substantially less than the $57 million for the elementary school. Uh and and we could Are you saying this would help solve not building an elementary school? No, th this we have capacity issues on both ends really since our middle school renovation. Our middle school is really the only school that has ample capacity for for years to come. I think right now our elementary schools are approaching or are at capacity depending on which school you're referring to and our high school is slightly over capacity. So if we were to assume that these programs would be afforded to our high school students, then what this vocational program would do was number one provide opportunity for our students to acquire

056certifications for professions that we really need in the community, but also more immediately it would provide additional square footage for our students at the high school and and lessen our capacity issues at that level. with it being that how much better is it going to be made if it's going to be the same size as what as renovating it? Yeah. So, right now we really don't use it as high school programming at all. So, the building is really just used for parks and wreck and and it's a school store that's used by by uh and and its storage as well. So if we were to ver revert it back to instructional program for our secondary students depending on what program CTE has certain limits limits to the number of students in each class but it

057would provide probably a couple hundred students. So it would drop us back below our our capacity number they're talking about we'll have better options if we build new versus but trying to stick things in. But then we're talking about building it the same size. So I think that's another question. I I I think building it the same size or an additional size and maybe that's the directive. That's my point. It's not going to be 450 square feet. It's going to be much more expensive to build brand new. I I think it'll be it'll still be 450 per square foot, but we're adding additional square foots. Yeah. What I'm saying, um, Miss Davis, is that if we do the same size, you're just comparing the renovation on that spot and if we build a brand new

058one, exactly the same size on that spot, we're not talking about that much more. But the advantage of a new one without considering adding extra spaces for various reasons, parking or whatever, is to me greatly beneficial because first of all, it probably lasts longer if it's new. Secondly, all of the advantages that he mentioned, there's six or seven of them. you build new as compared to renovating to me you know by just a little bit more which is not that much more again same size is worth looking at building a new one last question and I'll show how long does this renovation give life to the building how much more life that would be a Jeff I have a question from the board uh if if we were to renovate andor build a new building

059can you give us an estimate on how you know, how much extra life we've bought to that facility at that point. Well, that's it's kind of difficult to kind of compare the two. I would say if you renovate it, you're probably getting another 20 to 25 years out of it. Uh, if you build new, I think you're looking at something closer to 50, 40 to 50. So, would the board prefer that Jeff go back and crunch some of those additional numbers for the cost of new square footage and create a escalating factor in there for additional square footage we can explore? That's what I would Yeah, that's what I would say too. Even if we don't do the additional, although talking about is a great idea, but what you had just said, Miss Davis, is

060presenting something to the, you know, board of supervisors, if it's only a little bit more for brand new comparing to double the years, I'm pretty sure they'd say, "Well, that makes sense." But it also gives us the option to look at maybe making some additional. So, I would, my vote would be yes. HVAC, and the HVAC and the electrical uh um plumbing and stuff like that in there, which we don't have right now. I see an alternative school uh which I mean we could turn that space into HVAC or plumbing or welding or electrical. Those are the things that we need in the area and those are the things that you can't get. You know, you you call an H HVAC, it might be a week before you see your house because we don't have

061that stuff here now. So, that's what I would like. And if it takes going from 1,800 or 18,000 square feet to 25, you know, maybe we can do that. Uh that would also, you're right, I agree. That would be kind of what do the CTE teachers say? Well, and absolutely and you know, we have to get their buy in. We have to get the principal's buy in and and the community's buy in on it. What do we want in here? But I mean, I see on alternative ed in here and I don't, you know, just touches me, you know, I think we these other things are more important than that. So, do we have an agreement um of the board to ask for that estimate, Miss Davis? Yes. That's good. Dr. Boyd, Jeff, did you

062copy that? The the numbers you think that you punch and think provide relatively soon in terms of square footage for a new building with the opportunity to expand square footage if if the board so decides. I think the board is in favor of of requesting those numbers if possible. Absolutely. On the same site. Yes. So, no property acquisition cost would be involved, right? Correct. Okay. I can have something to you tomorrow. Okay. Thank you so much from the board. Thank you. Okay. Thank you guys so much. We really appreciate uh working with us this evening and we look forward to those numbers and continually uh working with you. Thank you guys. I apologize for the technical difficulties. It always happens when you least need it to. That's right. That's okay. Thank you so much. Yeah.

063Thank you so much. All right. Thank you. Bye. See you. Okay. Shall we move on to our code of conduct review? Uh yes, Madam Chair. So, uh I think it was our last board meeting. Uh it was requested of the board that we have a code of conduct review. Uh we we had This is typically in Mrs. Fischers uh arena, but she is actually on an African safari right now and will not be able to present in our August meeting either. So, our jack of all trades, Dr. Wright, is uh put together, I think, a pretty decent presentation and is prep prepared to answer some questions that the board may have. So, with uh with that, I'll turn it over to you to Dr. Wright. Thank you very much. Good evening, members of the board.

064I'm happy to present our student code of conduct this evening. So we'll go ahead and move to the next slide. It's important to know that our code of conduct is uh founded in policy and that's policy JFC. Uh you can read through that. I I will hit the highlights. Um first of all, it establishes expectations for student conduct. Uh number two, it also provides possible actions for violations. Number three, policy JFC determines details regarding jurisdiction to include where, when, and to whom the policy applies. And lastly, four, it provides details about parent notification and the parent responsibility when it comes to conduct. Those are all outlined in policy and uh more specific details are in the actual policy. The next slide notes that our our code of conduct is also based in Virginia code. The

065code of Virginia 22.1-279.6 requires that the board of education provide model policy guidelines for local school divisions to use in developing a local student code of conduct. The purpose to guide school boards to establish a policy is that it number one promotes a vision of safe and secure environment. Two, advocates for professional learning for staff. Three, clearly articulates the expectations of the school. Four, focuses on on preventative measures. Five, provides access to services for students who have been removed. and six encourages community partnerships. Moving on, our code of conduct is actually located in part two of the student and family handbook which is found on our website. Part one of the student and family handbook is general information about schools and administrative procedures. Part two of the handbook provides an overview of how staff should

066manage various levels of student disciplinary matters from both a preventative approach to discipline and applying due process to student investigations. Part three of the handbook provides the specific 12 rule violations with definitions, descriptions, and Virginia code references. So you probably can't see that, but it is it is an example of some of the guidance uh that is provided to staff in terms of how we manage and deal with the with our code of conduct and discipline. The flow the flowchart provides level one or tier one support for minor classroom disruptions. The chart also directs staff to write office referrals for more serious infractions or for repeated minor infractions after the staff member has tried tier one strategies such as seating charts, parent contact proximity. The leveled responses or tiers referenced in the flowchart are on

067page 22 of the handbook tier. And if you were to look at that, I'll just briefly explain the tiers. Tier one basically is is all students 100% of the students and it really boils down to receiving uh clear expectations. Tier two is 5 to 10% of our student body and that is the more targeted small group or individual interventions with progress monitoring. And tier three levels of support for our students from a disciplinary standpoint would be only 3 to 5% of our students who would need intensive customized supports with frequent progress progress monitoring. It's a note of emphasis that while this is focused on behavior, we constantly share with our school leaders and staff is that supporting teachers in the classroom with strategies to keep students engaged is the number one strategy to reducing disciplinary

068infractions in the classroom. There are several other excellent strategies, but keeping students engaged is by far the best. Moving on, we to our more details about our student code of conduct. We are required to by code to provide online access to the student code of conduct. We ask our parents to sign off at the beginning of the school year that they have read and understand the student code of conduct. Principles review the code of conduct and specific standards with both staff and students annually. The code of conduct workg group meets annually to review to review the guidance and propose changes or updates as needed. The work group should include members from our student body, faculty, support personnel, parents, and community members. This is probably the part of the handbook that you're most familiar with from

069our disciplinary hearings, which is our standards of student conduct conduct that are found on pages 35 through 41. Those are the 12 rules that you see listed. Then they provide the specific rule violations, definitions, and descriptions with Virginia code references all in part three. From 1991 to 2021, student discipline data was collected via the annual report of discipline, crime, and violence. This report included 100 violation codes grouped by general topic. King George County Schools organized these codes into the 12 broad categories called rules 1 through 12 that we just took a look at. In 2021-22, BDOE updated the discipline reporting system to what is now called student behavior and administrative response or ESBAR. Since 2022, we have reported our data in Power School, which is our student information system, and to the state using the

070updated ESBAR codes. However, we have not updated our standards of student conduct. Beginning with this coming school year 2526, our code of conduct committee recommended to replace the 12 rules in our standards of student conduct with the SBAR codes provided by VDOE to provide a more seamless reporting system. The purpose for the change is to more accurately align our disciplinary standards and infractions with the correct reporting codes that we report to the state. For example, rule one of our current standards of student conduct, which is alcohol, drugs, and tobacco, would be replaced with ESBAR code BSC, which stands for behaviors of a safety concern. Under behaviors of a safety concern, there are 27 specific violations. Alcohol and tobacco and over-the-counter drugs fall under the same reported category, which is BSC, behaviors of a safety concern.

071However, they have different violation codes and different recommendation ranges of consequences. Drugs that are controlled substances, however, fall under a completely different rep reporting category, which is behaviors that endanger self or others, which is a more serious tier. And it has also has that category also has many specific violation codes with different ranges of consequences. The next slide shows the 12 rules listed on the left that we currently have in our standards of student conduct and the proposed six reporting categories. The SBAR categories begin with minor violations that you see in category A which will be behaviors that impede the academic progress and uh two more serious violations in category F which are persistently dangerous behaviors. There are total of 88 specific detailed violations within the six categories. So this is the model guidance for

072student code of conduct that was provided by BDOE in 2021-22. School administrative teams met during the 232 24 school year to review the model guidance. I think the I think the link is active if you want to go down that rabbit hole. Um but and I will certainly entertain questions but it's important to know that the teams discussed the recommendations the school teams did and they made updates to their school-based disciplinary rubrics and matrices. The model document provides guidance based on the incidents leveled one through five with five being the most serious. Also the guidance is tailored pending elementary school and secondary schools. While there is great a great deal of flexibility in the model document, there are also certain in incidents that should never result in OSS while there are certain incidents that must

073be referred to the superintendent's office for further review and possible further consequences. Additionally, our school matrices may differ from the model guidance pending updated for for example pending updated governor's orders for or recently approved laws. Most recently, the cell phone order that I think is being discussed later tonight that came law July 1 states that students should not be removed from class for a cell phone violation. While our model guidance under BS13 says you can put students in ISS which would be a classroom removal. So while it's model guidance we certainly can make adoptions and changes uh as our schools see fit as long as we are within the parameters mentioned. Schools will update school-based disciplinary rubrics and matrices matrices to ensure students are not removed from class for ones that we know we cannot

074do such as the cell phone violation. Thank you. Just a couple other things I wanted to point out. This slide represents the number this the specific incidents within each category that must be reported to the superintendent's office for further review. While categories A through C, which are more minor categories, there are zero incidents that need to be reported. While categories D, E, and F combined with a total of 40 infractions that must be reported to the superintendent's office. notes schools with consistent numbers of disciplinary incidents in category F, which is persistently dangerous behaviors, and all 16 of them are reported to the superintendent's office. uh over a three-year period, if we have um several of those or an ongoing number of those categories reported to the state, we would be designated as a persistently dangerous

075school, which would allow students in those schools to transfer to a nearby safer school at the cost of the school division. Wow. I don't see that happening anytime soon, but that is part of the code. The next slide states that Virginia talks about the authority of the superintendent. This slide notes the authority of superintendents in Virginia to suspend students over and up to 45 days and over 45 days and up to 364 days pending the existence of what is termed as aggregate aggravating circumstances. Typically that falls under those codes that are mentioned which have to do with felony charges in drugs or weapons. And our current practice is most of the time we involve the board with disciplinary hearings when we're dealing with those serious infractions. Lastly, our last slide talks about the schoolboard authority

076for hearings and expulsions, which just simply states that the Virginia Virginia school boards do have the authority to expel students for no more than 365 calendar day and to set parameters and conditions upon the students return and to assign students to alternative educational sites. And that is all I have for you. So that is just the student code of conduct. The our family and student handbook is much more of a broad um document that covers more details about services we provide to our families and students. But I know the meat of this was supposed to be student code of conduct. So if you had any any questions for that, I would be happy to entertain those. Does anyone have questions about the presentation? Yes, Mr. Bush. Um just wanted to begin with you had mentioned

077that obviously we have the standards of student uh conduct those 12 rules. It sounds like I'm hearing your recommendation that we go to the SBAR and change those 12 rules to what would eventually be total of 88 I guess. Well, it would be we already have a lot of rules within within um Well, yeah, I meant I just mean this this one the six SBAR main categories A through F recommendations we go to that. Yes, we're we're already using those six codes and you're having to interpret them. Is that it or Well, it's just not as accurate, I think, would be the best way to explain it and that we have much more broad codes. 12 We have 12 rules, right? And then we have six categories, but within the six categories, we have the

078very specific definition of exactly what happened. So when we report it to the state, we're putting the SBAR code very specifically listed and and and also in detail exactly what happened. So, we would want our information and our standards to specifically state out each of the different infractions from the classroom disruptions and what that looks like and to the more serious ones with possessions of these drugs, alcohol, tobacco specifically, and what the consequences would be. So it would just be an act to be more more clear more clearly our expectations and rules and consequences would be more clearly uh defined. So what I'm hearing you so are you saying we do need to make a change then? Oh we absolutely that needs to be updated. about four or five years. Uh we still have uh

079we still have the same understand that rules and we still have the same consequence. It's better defined by using the SBAR correct situation. And so when we come to hearings, we're going to more like seeing ESBAR category F. No, you won't see that. You'll see the rule violation possession possession of marijuana. Okay, that's nothing will change on your end. Okay, that was my question. Does anyone else have any questions? I do. Thank you. Uh thank you, Dr. Wright. I appreciate you giving this presentation to us. Um I would just like your opinion and Dr. Boyd's opinion about um the enforcement of the code of conduct in King George County Schools. Um what are your thoughts and opinions on the consistent execution of this? And just I'd just like to have your opinions on that. I

080think um the last couple years, Dr. boy and I have worked very hard to to communicate with principles and assistant principles on what they need to contact us regarding. So, and we laid those out in that those are in the document that is provided that we looked at over on the far right. Anything that's on the far right has to be reported to the superintendent's office for further review. and and many times we look at it, we'll call the principal or the assistant principal and we'll talk through the details of the circumstances, especially when it needs more details, but at least we have the opportunity to review it. And sometimes we need to have a board hearing. Other times maybe there's nothing else, no other action that needs to take place, but we have the

081chance to discuss it. So, I think we've done very well in the last couple of years of becoming more consistent in in the communication to the superintendent's office when we have serious violations as opposed to just trying to resolve it at the school level and maybe we never hear about it until a few weeks go by and then it just kind of comes up through the community. So, I would say we've done much better in that in the last couple years. Yeah, I would agree with that. I I think we've made improvements in the last couple years. You know, this is year 10 for me in King George County and and three in the superintendent role. And I think with Dr. Wright uh overseeing a lot of this, we've made a lot of improvements. I

082think conversations like this though further our improvements. I think, you know, we'll we'll have uh three new principles in the school division where these type of type of conversations and using the same type of language and understanding the state guidance on infractions specifically by their code name and updating our school matrix so that they reference the guidance from the state in terms of consequences furthers that goal to to reach that level of consistency that I think the board wants and I I think we want in the school board office as So, I think we're making improvements. Uh, this conversation makes further improvements, but as we work with our principles through this year, I I think we we've got a brighter future ahead, too, in terms of uh consistency. Yeah, thank you for that. And I

083I just wanted to make a few comments about that because I think it's super important that when we have um these things in writing, rules, uh policies that, you know, they're consistently being executed um and that we're consistently talking to the administration about it to ensure that the teachers are consistently executing on it because, you know, rules and policies are in place for our students um for for many reasons. But if we uh disregard the rules and policies in our schools, we're teaching those students that when they get to adulthood, adulthood that it's okay for them to disregard this as well. So, um I I I just stress the consistency of this. Some of the stuff that I see sometimes is not consistent. Some of the stuff I hear is not. And I just want

084to make sure that we are, you know, super focused on being consistent with the execution of it. Anyone else? me. Yes, Dr. Boyd. Uh, Dr. Wright, I agree that in the last two years we made tremendous strides and, uh, taking care of their stuff that comes to the school board office. But I think what Miss Carrie, Miss Cleveland is talking about are things that maybe don't come up there like the dress codes uh, for for an example. Uh and that's the things that we go to the schools and we see is that kids are not following the dress codes and uh you know some of those things that are in in the dress code are just antiquated. It's just you know we need to work on that and bring that stuff up to date so

085that you know so that it's it's more in line. Yeah. Yeah. So, I know that right now we're just streamlining things to get up to code with how we um share our data with the state, right? That's what he's doing right now. And then also back on the other end, being consistent with the way we report things and share it with our community as well. I clicked on something about the bullying because you know that we had discussed how important that is if we have a since you're here um since we have a no fight policy that's going on, right? So something last year that I dealt with and a lot of us on the board with our own family members dealt with was bullying and everybody being treated the same and being punished the

086same when the circumstance wasn't the same. So if we can have a I don't know if we're addressing that right now or not or is this covering when we brought up that we want to talk about making the bullying rules stricter? This is in that though right now in our code but it have bullying and harassment. It was tradition. The punishments look broad, like still too long. I don't know where I clicked on it. It was in one of the one of these um presentation presentation things. It might have been that rabbit hole that you Yeah, I think I clicked on it. But anyways, I saw just too many chances of being allowed to bully before anything's done. My concern I feel like if we can have a you fight, you're out. You bully, you're

087out. like for I don't know how that works, but I would like it strict like that because we've been dealing with it really long time. So, what is this going to say about bullying? I guess I saw I can't remember where I clicked on it. Dude, I just don't want to skip over that before school starts and we had not addressed it because it's very important to this board. I think it's in rule three currently. Do you want to see what the state guidance had on that? You have it? I can't connect. So, Oh gosh. I I I'm depending on whatever pops up there. So, probably not at this point. But I will say that it is the bullying thing is not this is not a new conversation. It's probably one that we've been talking

088about for at least 20 plus years. So, I don't know that there's a there's a day a number of day whether it's three days or five days or 10 days or a board hearing that that necessarily will fix it. I wish there was always going to be but that in there but I don't know that there's any disciplinary incident or anything that kids do that we can say this magic number will fix that problem. So it's certainly bigger than that. I wish it was as easy as that. If it was I would say you tell me the number that will fix it and we'll put that in our student standards of student conduct and it'll be fixed. But I think we know that it's larger than that. It's an educational component. It takes teachers and

089staff and parents coming together. It takes a lot of communication with our community. It takes supports from our community. It takes something we talked about today earlier in a disciplinary hearing was mentorships and bringing folks in who are volunteers. So, it takes all those things. I can share that Dr. Dr. Boyd and I have had conversations with our principles recently in the last the last few weeks about the importance of promoting anti-bullying campaigns so that students see it. They know this is not acceptable. That when you walk into this building or that building, you see this is not acceptable. Parents see this is not acceptable. We're going to approve those those strategies to those things. So, and and I think it needs to stay in the forefront and so that students know that this is

090something that I report. These are things that I bring. These are things that are report on our our online bullying system. So, do we have those things and in pockets? Yes. But do we do we do them consistently and throughout the school year? I would say the answer to that would be no. Do we do we keep it in the forefront? So, that's a long-winded answer to is this in here? Yes. But is it a specific? Is it listed? Yes. Are there consequences? Yes. Is it easy to identify? And do kids and do people report it readily? Not no. So I always like to figure out how we can say yes to things. So, we might not be able to identify all of them, but there are plenty that we have seen where both kids

091get punished and it's not fair and that are obvious or we've seen plenty of text messages go through and it's just like I feel like if we have a stricter how come we can do it with fighting but we can't do it with bullying. That's my question and it's it's hard for me to get past that. Why is it so hard? It it is it is hard and and it's not even easy with fighting, but it's done. Not always. I So I I think there there is a clear definition for bullying that that is provided. I'm getting a lot of push back though was what I feel like. Can we No, no, it's not push back. It I I think what I think what's trying to be said is that um this is a very

092complex challenge. uh one one that has it was said 20 years, but I I'd say 2,000 years is how long bullying has been going on. So, it's it's a very challenging thing. I would say the message to those that are that are being bullied and is there's a clear definition for it. What often happens in these things as a as a former high school principal, many principles in here and and really almost specifically on the middle school level because it's it's the first time our students come together, share the same space and try to figure out where they belong. Uh so what often happens is there's a back and forth that occurs and then you know there has been insults both ways and then somebody says oh well wait a minute now I think I've

093been bullied and it gets a little more complex than that. It it turns into a much more challenging situation than just it being a one-sided affair. I think I can I I think I can speak from experience. If we do determine it to be a one-time affair and we can identify it as bullion, then we can provide the consequences as as described as strict as we need to be. I think what Dr. Wright's alluding to and and I know from experience is sometimes it's difficult to get there. We're putting a lot of the things on the children to speak up, but I can tell you through experience, personal experience while I'm on the school board that when they're speaking up, they're not being heard. And so they take it on their own and then both

094people get Yeah. That's that's what I'm addressing right now. And everyone on this board has witnessed it and can allude to the fact that there's been bullying situations where the admin has been a part of it and nothing was handled and then it escalates into a fight and both kids gets kicked out. I want to I would like to address that as a board. And I we already have campaigns. I'm not saying that's bad, but it's not working all the way because it's still happening. Just go on social media and look at all the parents talking about their kids being bullied or talk to anybody on the board here and they can tell you their personal experience through with dealing with administration communicating with them administration. I was on the school board and I was

095ignored. My emails were ignored. That's with me being on the school board. So I can't imagine parents that have the issue. That's what I'm trying to address. So I think what I'm hearing you say is is staff awareness. Making sure our staff knows how to respond to a bullying concern. That would be good. like and do and then make the consequences more severe. But I think the type of bullying has escalated over the last 2,000 years. You know, like things have evolved. So what used to be this big has turned into something much bigger. Social media and Mrs. Davis is absolutely if you I personally have spoken to parents who felt like their children tried to do the right thing, weren't heard, and then it became something bigger. So yeah, staff awareness would probably be,

096you know, perfect. More of staff awareness, I guess. Bullying is is huge. So I think our our code of conduct covers the consequences. What I'm hearing from you is more of uh our response in terms of staff, administration, res how we are handling it. A lot of times kids are just sent back to class. Oh, it's not no big deal. And I mean, it might not be to an adult, but to a to a couple of teenagers, it is. Well, and having I think again, it's not only it's improving the communication so that the administration and the staff can be able to hear and be able to respond without ignoring. And I agree. It's also allowing the students to be able to express their concerns and having clear accesses. And you mentioned something I think

097that we already have in place where a student can go somewhere and mention if they feel like they're being bullied. Didn't you already online program the online reporting system? Yes. Yeah. I mean that I'm not sure of all the details about that, but is that working? Are students actually going online and using that when they feel like they're being bullied? to to my knowledge that has been successful. Okay. I think those are the problems with that as well. But well, of course there always are. I know. But at least that's beginning to try to address the problem. There may even be more ways in which the students feel not only the students feel freer to be able to say something, but then they know that they'll get a response from somebody. Someone will answer them.

098It doesn't mean there's going to be a big consequence, but at least someone is hearing them. It's both ways. Madam Chair, um, so I was actually going to mention that because I know the bullying about the bullying form and heard about that when I was on the school board. I as a parent had never heard of that form before. Um, and I think that it would be good if we got some sort of communication out to the parents about that form that so that they know that they have access to that. Again, saying from my experience, I have three kids in the school system and I did not know about it. Now granted, I didn't never have had a problem, but still I didn't know about it. And so I think maybe before the school

099year starts we can make sure that the students and the parents know about that. Um Madam Chair, I just have one more comment too about the code of conduct. So I had seen that um and we talked about this before about the use of canine dogs in the schools and I know that it hasn't been done recently and I wanted to get your um thoughts on that. Is that something that we can implement in the next school year on a more consistent basis or what can we do to have that happen? Yes, that we are open to that. Uh it's usually logistically a challenge for our sheriff's department. I will tell you that with our new weapon detection system and the training that we just went through. Uh there there was a suggestion and in

100fact a a practice that has been employed in many other school divisions where you randomly choose classrooms to search very similar to what we do with the the K9 search where the way the K9 search works is we vacate a classroom. Everyone leaves their belongings in there. The dog and the handler go into the classroom and if if there's something nefarious in the classroom, then the dog sits down and and then we pull that bag and question that individual. With the weapon detection systems, they're very light, very mobile. Uh through the training, what they do is employ one of those weapon detection systems right outside the classroom door. Uh and then we we randomly choose the classroom doors. We don't, you know, it's not targeting any individual. We randomly choose those classroom doors. We have

101everyone walk through that and also bring their belongings through that. And we can increase the sensitivity of the weapon detection system to to um pick up on vapes, uh really smaller items of of medical uh density or metal metal density. Uh and and it's really been successful in other school divisions through the training. So, so that's something that we've already briefed our our administration on and and probably a practice that uh well, it's a practice that logistically we can do at the drop of a dime. It's there's much more orchestration involved in my experience with getting the canines. Currently, if I remember correctly, I don't believe King George County has canines any longer. Uh, and in fact, across the state, they're really not training them any longer for certain drugs that we used to look

102for in the school division. When we last had this conversation with the sheriff's department, I think it was I think it was about a year ago, uh what they would have to do was reach out to jurisdictions in Virginia, see if we can orchestrate a day where they could bring their canines to King George County. We're open to doing that. It just it's just a challenge. Mrs. Cleveland, I had asked if they could come in like quarterly and they could only come in once last year because of availability of uh of canines. I mean, who are you who are you talking to? I just I just think in terms like we pay taxes for this. This is what they're for. So why is it so hard to schedule? And I and I'm not I'm not

103saying this to you because I know that you don't know that, but who can we talk to to ask those questions? The sheriff, our sheriff? I think Sheriff Giles and and Captain Weston are the two that we've been working with pretty specifically on this issue. And I personally have talked to both of them about getting them in here. And it's it's a logistical problem more than is anything else. Yeah. my first year on the board and I spent quite a bit of time talking to officer Weston about this and and Kim coming in and the difficulty of scheduling it and then working it out with but it sounds like what I'm hearing is this new weapons this new system that we have in place might even do a better job than the dogs would do.

104Well, they're not going to pick up the actual any pills or smells of drugs. are going to pick up the equipment that the drugs are used on, which is which is good. Don't get me wrong. And and I do think that hope hopefully after we get through a lot of learning pains with that, right? That we can implement something with that, too. But it just I I I I feel like we shouldn't take no for an answer from the sheriff's department. So, you're talking specific about the drugs. That's really Yes. big thing. Okay. Dr. Dr. Boyd, I I thought I heard we did not with the resources to to to take care of the dogs and the laws changing with some of the drugs that they weren't have they did not have drug dogs to

105that extent anymore and the focus was on dogs for bombs, weapons, correct, gunpowder. So they we they don't have the dogs to bring us. They would have to find them from somewhere else. There was that that's correct. I I tried to mention that they're not training dogs to sniff drugs anymore. Uh there are some that are still in the field, but uh to the way it's been explained to me is that they they no longer train them for those materials because of the laws that have changed. So it it certainly wouldn't stop us. I I think we could reach out to Chef Giles and and see what we can uh if if it's possible to schedule something. We're always open to it. It's uh we've done it in the past uh and it's been effective.

106Uh we'll continue to try to push forward with that relationship and and I do think that the weapon detection system uh employed the way I just described is also going to be an effective deterrent. Thank you Dr. Wright for your presentation and answering 10,000 questions. Okay, it's good questions. Okay, moving along to our consent agenda. Um, did everyone have a chance to review the meeting minutes that were attached? And are there any questions, comments, changes that need to be made? And if not, do I have a motion to approve them? I'll make a motion that we approve the meeting minutes from the June 2nd, 2025 and the June 26th, 2025 uh meeting minutes as presented. Second. All those in favor? I I I said I didn't hear you. Chair votes I. Motion carries. Okay. Next

107we have uh um action. Yes. Yes. Yes, madam chair. So uh we have before you this evening our intervision contract renewal. We bring this to you this evening because it's a purchase rec requisition in the excess of $50,000 which must be approved by the board. This is our annual renewal contract. This is King George County School's contract to provide fully managed endpoint monitoring to protect our network from outside security breaches including virus, malware and lateral movement of unwanted malicious software uh through the network. Uh so again this is our annual renewal. This is money that we have budgeted and this keeps our network safe from any um malicious intent. It is my recommendation to approve a motion to issue a purchase order in the amount of $90,26256 cents for this service through June 2026. I

108make a motion that we approve uh the purchase order in amount of9,262.56 for the intervention contract renewal second motion made and properly seconded. Is there any discussion? Madam chair, just question. Um, was the renewal within the budget that was provided? Yeah. Yes. All right. Thanks. Yes, ma'am. All those in favor? I. Chair votes I. Motion carries. Next uh action item is custodial school activity accounts. We have our school activity accounts through Atlantic Union Bank. Atlantic Union Bank is requesting that we assign a custodial for each of these accounts uh as they are public funds. So uh on the second page of the attachment you can see the uh school accounts uh and also the division account associated with the uh custodians. So King George County petty cash fund account is myself. King George Elementary School

109account is the principal Lorie Wages. King George Middle School account is the principal Dr. Nice. King George High School account is the principal, Dr. Burns. King George High School uh second account is Dr. Burns. Sealston is uh also the principal Sandy Eli and PTOAC uses CNF Bank and the custodian for that account will be the principal Billy Teague. Uh I would request a a motion uh to approve the custodial of the accounts as presented. I make a motion that we approve the custodia school accounts uh as presented. Second. Motion made and properly seconded. Is there any discussion? I just have a question. Um why is there maybe it's not why is there is it different with PTOIC having a CNF account rather than the union? Yeah, they've uh PTOAC has always used a different bank

110and it's um it's just I don't not that I know of. There used to be a bank down there by PTOIC. ENF used to be down there. That's probably it. Yeah, that's probably exactly it. Just a minor question. That's all. All those in favor? Same thing. I chair votes I. Motion carries. Madam chair, the final action item this evening is the 2425 additional school improvement grant funds. uh BDOE did contact the schoolboard office to offer additional funding uh to the original application for targeted support for improvement uh grant. It was awarded to King George Middle School. If you remember, this is a lot of the money that we use for math improvement. Through the application process, King George uh County was awarded $20,000 to target reading and math intervention. That's additional. Uh my recommendation this

111evening would be to approve the additional $20,000 funds. uh from the targeted support and improvement schools grant awarded to King George Middle School. I make a motion that we approve the uh superintendent's recommendation of the $20,000 for the targeted reading and math instruction. Motion made and properly seconded. Any discussion? All those in favor? I chair votes I. Motion carries. My mic's not on. So, Madam Chair, again, over the summer annually, uh, we update this policy every year and, uh, we update it with any information that comes from the state in terms of increases in fees. Uh, Miss Miss Scalf did a great job of updating this policy as well to make it a little more reader friendly. Uh and you can see the red line version there with the tables that have been crossed out.

112And then if you move down below, you can see the red line uh version of the uh new uh fees associated with uh ch these are any charges that we have in the school division for uh cafeteria um technology fees for damage to Chromebooks. Uh and then uh King George High School parking fees and so on. I won't go through them all. and and we do request a motion to to approve this policy uh as it's a update. Madam Chair, I make a motion that we approve the student fees and fine updated charges. Second. Motion made and properly seconded. Is there any discussion? Yes, ma'am. Yes, Mr. Frank. Dr. Wood on this uh AP exams 100 bucks $100 for the AP exams. Do we have anything in place to help students who cannot afford that?

113Yes, sir, Mr. Frank. So, uh through Mrs. Fischer's department, uh student services, uh if we have a student that is expresses need or or or um inability to pay for the exam, then then we have funds set aside to to help with that. Okay. Student parking $40. It's been that way as long as I can remember. Do you think maybe we next year around we might move that up a little? That's something that we can discuss. Yes. Along with uh behind the wheels 175. I think it's been that way for at least 20 years. Yeah, those are certainly things that we can discuss and and bring to you before um this is approved next year. Those two fees. Now, this money for the for the behind the wheel, where does that go? Is that go

114back to the school? is that's what you used to pay the drivers. I I'm pretty sure that's the way that works is it goes back to the schools and then that's the money that they pay the instructors because we don't I mean whatever we pay them is definitely not a month not enough uh because they're putting their life on the line out there and I did it for 15 years so I know. Thank you. Thank you. Any more discussion? I just want to ask about the AP exam. I did have a student come to me and talk ask me about that. What I I hear you say there are funds to help them. What's the Is there a general criteria or just if they ask and they I I think if they go and speak

115with their counselor then they can work through the uh I don't know that there's a specific criteria but if there's an expressed need then then we work with those students to to help them. I yeah, we we let put it this way. We don't have any students that will say, "I want to take an AP exam," and we can't we can't uh help them if they can't afford it. I did have one that came to me and said that they wanted to take the AP exam, but because of the $100, they decided to. Anyway, I don't know if they knew for sure that they'd be able to because it didn't seem like that much money to me, but to that person, it did. And that particular student pays for everything themselves, which is really admirable.

116Um, but that is I think I'll go back to that student and mention let them know to speak with their counsel. All right. And usually that'll get back to Mrs. Fisher. All right. Good. Thank you. Any more discussion? All those in favor? I I chair votes I. Motion carries. Miss Scout. Thank you. It does look much better in this format. Yeah, it is. Appreciate that. Madam Chair, the next discussion item is policy JFC. As you know, this is our cellular phone and personal communication device policy. We have done a lot of work on this policy and uh have really come out ahead of the curve. Uh the curve is now catching up to us because uh the state has their uh recommended guidance and and approved policy. So at the request of Mr. Frank, we

117have included both the recommended state policy and our current policy uh for discussion this evening. Okay. Who would like to go first? Yes, Dr. B. Madam Chair, uh I think we have we've done about as as well as we can with this policy as far as following the governor's guidelines uh and now the code of Virginia uh guidelines. Uh the only thing that we do not have that I see in this policy is the except is the paragraph for the 504 plans that are there that that need you know homes as part of their 504. Now that doesn't mean that I hope we don't have 1500 students going international 504s now. Uh but I think that's there uh as Dr. right mentioned earlier uh with the code of Virginia and uh and the governor's guidelines,

118we can no longer take students out of class. So that that's why we put in the confiscation that was there. Uh and so I think our policy is is good. Um, but I know that just because it's on paper uh doesn't mean that uh that it's the best that's there. So, at our next meeting uh on August the 4th, I think it is, uh would it be possible for the principles to tell us so that we can get them to put some input in this and get them to get some meat in the game on this to make you know to tell us uh each principal of the school. So, it's what their what their plan is on the implementation and the enforcement of the policy. Do that. That would be at the next meeting,

119I assume, because school it have to be be at the next meeting. So, we can I can see if we can arrange that for the next meeting before school starts. So, we're we're looking for uh h how we intend to um set the expectations on the front end for the cell phone policy starting the school year and how we intend to monitor and implement the policy moving forward. Yes, sir. And you know as as much of that as we can get out to the students and the families we need to do that also. So you know as as soon as possible. Uh yes do that. I would if I can add to that I agree but it's like you know what strategies do these principles have to implement this policy? Um and part of it

120might be getting the information out to the parent. I'm just curious. They may have other strategies we're not even thinking about. Yes. To make sure the implementation of this policy. So I think that's a great idea especially since we have three new principles you know because this is something it's going to be some of them have exper well I think they all do have experience but still they may have strategies that may be different that have been done in the past and it would be very valuable for us to hear that so I agree any other discussion madam chair thank you um so my only concern about our existing policy is that um the governor 's orders do indicate that the possession of the cell phone that the student cannot be in possession of the

121cell phone. So, while we've accounted for this somewhat in our policy by saying that it can't be in the pocket, but instead must be out of sight in a backpack locker or locked pouch. Technically, the phone is still in your possession if it's in your backpack. So, I wanted to get the board's thoughts on that. my thoughts on that and of course would be up to the principal uh especially at the high school we have you know I don't I don't know what we want to do we we said we weren't going to do the underbags because of the cost of those things now but we have wall lockers I how many do we is it 1500 lockers at the school at the high school I don't know if there's an actual count I can

122tell you that of of the number of lockers that are in the building Maybe 5% of them were used last year. Oh, I know. Yeah. Yeah. I mean, they're not used, but I mean know this is something that the principles and the staff can come up with is what is possession? And you know, what are they going to do about the term possession because they cannot be in their possession. So, you know, and that may be some of the things that they can come up with there. I think that goes to the strategies that they might have. Yes. how do they implement this policy? And um because it's not only it's easy to say they can't have them on their person no matter what, but then part of it well how do they do that?

123How do they show that that's being accomplished? And so it is interesting. I'd be interested to hear the different strategies that they may have. One more comment on that. So, um, again, I I think that our we did a lot of work on our existing policy to include some of these things, but again, I don't think that it and we I like the idea of getting the input from the principles, and I think that's great because there's a couple things. Um, not just possession, but also, you know, it says that we need to include procedures for enforcement, which we did, right? Procedures for storage and any exceptions, which we did that already. But there is but there is still some gray area. I don't like gray area. So I just I think that we need

124to look at it. I if I can say something I agree but um I just again I mentioned this before. I just think we need to be careful not to micromanage our principles. I think it's great to hear what they will do. What are their consequences? But let's hear from them rather than you know try to make any more policies about that. But I I don't disagree with you. It's just that I want to hear how they're going to do it without trying to tell them how they're supposed to do it. And I understand what Mrs. Cleveland is saying because we went through pretty much the same conversation about a year ago and uh it was a disaster as we or it didn't work. Let's put it that way. So, uh, I understand her her

125concerns that are there on on the gray areas. And if any board member has any, we, you know, would like to change this policy, I mean, you have the right to do that, by all means. You know, if if there's something that that we need to tweak within this policy, uh, let's do it. I would like to be able to say we could let the students keep them in their backpack with, you know, trusting them to do that, but we all know that that sometimes doesn't work because it's, you know, they're addicted to them and then it becomes a monitoring situation with the teachers and we want them to teach and we want the students to learn. So, I I'm up for suggestions as well. I I would be careful for the unintended consequences too

126and how we want to enforce this. H how far do we want our administrators going in determining whether or not there is a cell phone on a person? So, for example, you know, somebody's carrying a backpack and I mean, do we do we as a board do do we want are we in favor of searching a student that that we believe has a cell phone on their person? I mean, that that's the crux of the question. That's how how far do as as a board, how far do we want our administration to go? Let me comment on that real quick because I we've already went over this many times, but I just want to make sure that I comment on this. Um I I don't think that our teachers or administration should be patting down

127children to find out if they have a cell phone on them or going through the backpacks to try to find out if they have a cell phone. I don't think that that's the issue. The issue is that when a cell phone is on them, it's going to cause distraction for that student, also the other students, and also for the teachers. So, we came to the agreement that they would be put in their backpack, out of sight, but we have still seen that students are getting them out of their backpack and using them. And so, when we think about this new law that's in effect, it says it cannot be in possession. A lot of the other school divisions have gone to those packets where it's not, right? And so, they're not having as many problems

128as we had. And so when we look at this, it's just something for us to consider. Um, I don't think we did book bags. I think we they were allowed to wear them on their in their pocket last year. We changed it now, but I think we've never went through school system with that rule yet. You're right. At one point it was that way. Yes. But this the one that we're looking the one we're dealing with right now changed that. But we didn't not during a school year. Not long enough to the changes we didn't it as far as I know February the last revision was in so did we have any updates on how that worked uh since it was required to be in their in February you're saying that we went to taking

129it off their pockets and it had to be in their book bag we didn't have anything I don't think we ever told them that they could have them in their book they had to be in their book bag but did we I think February was this revision yes was that revision that's when it was that enforced because I don't remember that. Ah, I mean, we've talked a lot about enforcement throughout the year and how well it went. I think, you know, this was described as the greatest challenge of of the biggest problem that we were going to have to solve. So, do I think we made improvement? Yeah, I think we made improvement. Uh, because this was going to be such a a difficult thing to address. Um, do I think there's room for additional

130improvement? Absolutely. Um, but but I I think um and I and I think even our our our students were in a place where they were ready to accept what this policy presented um for a number of reasons. Um, I don't know that I think it got better through February on, but I I don't think that we've started a school year and implemented this policy yet to the extent that it could have been at the beginning of last school year. I'll agree, Dr. Board. I think it I think it got better uh until it got to the end of the year uh and then it kind of dropped off because I don't think uh all our school reps that we had told us that some teachers let them have phones out in the classrooms and some

131teachers didn't. I don't think there's any board member here that hasn't walked into a classroom and seen phones out. Uh and those are things that we have to stop. We have to fun way another too that teachers need to enforce it instead of saying you know instead of being a nice guy or a nice girl I say you can take your phone out you know the last 15 minutes of class you can have your phone out well you know that's now that's against the law so well again I think that's where the administrator absolutely that's where the administrators Exactly and and I think the administrator may have some good strategies to make sure that the teachers are abiding by that I'm excited to hear what they'll be. Sorry to put you on the spot, but

132it also isn't setting them up for success. And that's that's why when I point out the fact that it's not supposed to be in their possession, we we can think about how it could not be in their possession. And so the teachers wouldn't have to deal with them pulling it out of their backpack or them getting on it. There was some other way. So that way they don't even have to make a choice of whether or not to be the nice teacher or not. We don't have to have administration be involved in it. It will not be in that classroom. It will be in a locker. It will be in a pouch. It will be somewhere else. I mean, this is the law now. It's not us saying you can't be on there. The law

133saying it can't be on there. And we got to identify what does possession mean? And that's what they need to know from us. I mean, I just think in terms of setting them up for success. To me, it doesn't set them up for success when they have to discipline a kid for having their phone every day. And I I agree. And if you read the governor's uh or the the the code of Virginia, the law, it says teachers are not responsible. Administrators are. So teachers are there to teach, not to be phone police. So you know, that adds that in there also. I I know and and I I I think theoretically that makes a lot of sense. I I think that I I can tell you just in the high school alone, it's going

134to it's going to take it's going to take the whole community. It's going to take parents on board and it's really I don't think and maybe the way that the policy reads from the state level is that um there's some type of enforcement responsibility that teachers are supposed to have but implementing the policy has to also happen by with teachers. Uh there's no I mean there's there's there's five administrators at the high school and 1550 students. We we really need a a team effort on this for it to be successful. every teacher has to agree that this policy is fully enforced in their classroom. And again, if if we're talking about enforcement, then sure, write the student up and and and administration will take care of it. But we really need to have everybody on

135board with with the implementation. So, we can talk about this uh again next meeting. And if anybody has suggestions on how they can make it better, let's put our heads together and do that. I'm good. When's the next meeting? August. Doesn't they need it in order to be able to implement this for the next school year? Cutting it close. What would your recommendation do? Should we go ahead and make this our policy for now and then change it or should we discuss it at our next meeting? I I think our currently our current policy on the books is is we don't need to make a motion to do it. That was the impression I got from everybody tonight. And then I also heard that at the next schoolboard meeting, we'll have our principles talk about

136strategies and and ways they intend to uh present this to the community and to their students and how they intend to enforce the and monitor the progress of it. Okay. And also how we intend to um uh advertise our expectations to parents, community, students, and so on. Yes. I think the only thing we have to do with our current policy is put that 504 paragraph in there written in the governor and the the SBA. It's written there. So it so so for that we would need a motion. So, if that's if that's the intent of the board tonight and it's um it's the paragraph the paragraph under exceptions in the state policy that reads any student pursuant uh to an individualized education plan, section 504 plan, individualized health care plan, or limited English proficiency plan

137is permitted to possess and use a cell phone or smart device on school property, including in the classroom from bell to bail to monitor or to address a health concern or an accommodation or assist of technology support. We do have a small bid about medical need. Um if if it's the will of the board, we can replace that with that paragraph. It's it's a little more specific. Yes. Uh, Madam Chair, I'd like to make a motion that we we replace our present uh uh exceptions with the BSBA recommendation and the and the state recommendation or exceptions. My concern with that is it's so broad. a 504 plan if a student tells their counselor that they they're less nervous if they could use their phone in class. And that's some of the things kind of permitting

138it here saying I'm talking about what you're getting ready to approve. It's saying is permitted to possess and use a cell phone or smart device on school property, including in the classroom from bell to bell to monitor or address. Okay, it says from to monitor or address health concerns. Okay, that was so specific. It's a little more specific and and they have to use it. They they don't just get to use it, but it has to be used to monitor or address a specific health concern that is cited in their IEP or their 504 and and I think the special ed departments will will be brought up to date on that so that they'll make sure that it's not abused. Can I just point out too that we did have exceptions for administrators, teachers, and

139other school personnel. And then we had another section for exceptions. So, this would actually only replace the exceptions, not the exceptions for the administrators. I just want to be clear because I don't want to I don't want to scratch that other exception out. Just the exception part. Need a second. Second. Motion made and properly seconded. Any further discussion? We already had that. What's that? We already had the discussion. Just just double checking. All right. All those in favor? I. Chair votes I. Motion carries. Moving on to the VSBA policy updates. There. Okay. I'll work through these relatively quickly if you want. Uh as as mentioned in our last meeting, VSBA did provide an additional policy update. We have already uh through consent agenda gone through many of the ones that were not substantive. We are

140into some now that are more substantive and they're in relation to updates to the Virginia code uh or or Virginia laws. So uh I'll just begin with DJF and you can direct me to move forward as as you like. Uh DJF is purchasing procedures. Uh really this this is an update to include uh a crime of moral turpitude which um we've looked up right and that has to do with lying, stealing, things of that nature. Uh so that is added to that uh along with violent felony also uh per state code. Uh and that that code is referenced there. There is a way now via state code that those that have those um crimes or or felonies on their record um can be hired by a school division if they meet a certain criteria and

141and if you read through that that criteria is pretty strict and it ultimately ends with whether or not you as a board believe uh that they're an individual in good standing. So yes, it exists although it's it's a very high bar. Uh so we've read through this and um we are in favor of the changes uh through HR and uh the last section there has to do with an added section on uh you know any contract that uh we negotiate and go into uh cannot include any child labor provisions. Surprised that's in there. That's just getting in there now. Is the board okay with going through all of these and perhaps voting them all up, approving them all at once or Yeah, we went through that already that these have more that we probably should

142look at. I I can do it either way if you mean make a motion for each one or just keep going. Correct. Just keep going and then and then if you want me to stop and if you have questions, okay, thank you. Okay. Uh the next one is GCB. GCB is professional staff contracts. This updates uh the the it removes the term of temporary employed teacher and then now it includes substitute teachers. There's been an increase in the in obviously the number of substitute teachers needed. So um they've redefined that. You'll see that in a few of these policies uh as we move down, but again the only difference there is that changing that definition and then cross referencing the policies that it addresses which we'll also cover this evening. Third policy is GCDA. GCDA

143is effective criminal conviction or founded complaint of child abuse or neglect. Again, I think this is uh in reference to Virginia code and it talks about how a school board may employ an individual who has been convicted. And again, that same high bar exists for for meeting those qualifications and employing that individual. That's the only change there. Uh, next up is GCE. GCE again is substitute teachers. Uh, and what it what it does is it changes, if you remember, uh, if we had a long-term substitute, we could have them for 90 days. Uh, they've increased that number to 180 days given the number of substitutes across the division. Really, the long-term subs that uh, we're employing across the state. And it's increased um, the definition for that. Those individuals have to hold a balora degree

144and must not have met the qualifications for a provisional license. That's why they would be a long-term sub and not a provisionally licensed teacher. It also requires the school board or more specifically HR to develop a professional development plan for those individuals that that are uh in working in that capacity. GC GCG is next. That's professional staff probationary term and continuing contract. Uh again, this is one that turns um the um pronouns into proper nouns. Uh and again some grammatical things. It updates pol, you know, lowercase policy to uppercase policy. And again, just uh you know, pronouns into proper nouns. Well, hold on. I'm sorry. I thought that would be one that would perk you up, Mr. Yes, it does. Again, this is the same thing, the agenda that's involved with some of these changing

145of the pronouns. I just can't um I'm just not in favor of that. You can hold off and talk about it more, but um there's just an agenda with every one of these. It's not so much the changes, it's the agenda that's involved, and it's a political agenda. So, I'd like to, Madam Chair, I I don't mind discussing this some more, but I would like to pull it out of the all the ones that we're doing as a whole. Okay. Or simply say no to it. Either one. Do we have to approve the first above this one? No, we'll we'll set GCG aside. Uh, and we'll continue to move forward and we can make one approval for all policy as presented minus the ones that we've omitted and then we'll come back to the ones

146that we've omitted. You knew I'd say something. Okay, next up is GCPD. That's professional staff discipline. Uh this this includes a provision towards the end for uh any administration or any staff member that uh applies an opioid uh antagonist. So anybody that uses NAR uh Narcam Narcam uh would not be held uh liable for for anything that happens in that event. That's good. That's excellent. Uh that was GCPD. Now I'm at IG AE. Uh IG AF. This is health education and physical education. Uh this includes um again through through uh the general assembly uh health instruction that includes uh a program for menstrual education in grades four through eight. That's the meat of it. And those bullets talk about specific things that would be discussed in that uh training. And then it also includes a

147statement that says the school board accepts participation in the junior reserve officer training core as JJOTC as fulfillment of any physical education requirement applicable to student in students in grades 9 through 12. I can tell you that our instruction department has vetted that statement and would not like to include it in the policy. I agree. That's just opening a can of worms. Yeah. Uh and then the last uh paragraph there is about hazing prevention. Uh which which we are in agreeance with. So uh if we're considering update of this policy, we would we would consider the red line uh version uh in reference to the uh menstrual education program for grades four through eight. uh removing the statement about physical education in in JOTC and then adding the statement about hazing prevention and intervention. Madam

148Chair, to avoid confusion, I would say that if everyone's in agreement that we deal with this policy now, it gets rather convoluted. Say this one, we're not talking about this one if this changes, but let's just deal with this one now. May I have a motion, sir? I make a motion that um we approve this policy with the recommended changes by VSBA with the exception of the last paragraph on page two or the last the items identified in yellow highlighted on page two. Second motion made and properly seconded additional com discussion. All those in favor? I I chair votes I. Motion carries. Thank you. Moving forward. Uh the next policy is IGBA. This is program for students with disabilities and again as a as a result of the actions of the general assembly. This adds

149three provisions to our uh to our policy for students with disabilities. The first provision is the requirement to discuss post-secondary uh transition services. Um the second provision is um to to include in an IE in an IEP and in an IEP team support during emergency situations for students uh that have that need. And then finally, uh parental notification of any dual enrollment rights and obligations. So any uh courses that we offer in cooperation with Rapahana Community College or Germanic Community College, we are required to make our special education students aware of those opportunities. Um the next up is IGBJ. This one has uh received a lot of uh discussion across the state of Virginia. This was passed by the uh general assembly and this uh policy is advanced or accelerated math courses. So moving forward,

150any student that receives a certain pass score on their so and that that cut score will change annually. Uh because it's it's whichever students are in the top quartile of that math score will automatically be enrolled in adv in the in the advanced math course in the preceding school year. Uh so so policy-wise again this is not a difficult one. This is state required. Uh logistically, we have begun working with uh our school administration and our instructional team because what this will create is um the need for additional advanced level math sections. Uh and again, we have we have teachers that can teach these courses and and and adjust appropriately. Uh I will also include that there's a provision in this new policy that um although the students are automatically enrolled, the parents have the

151opportunity to opt out of that automatic enrollment if they would prefer to IB uh I have. Yes. Yes, sir. Um so you're saying at the present time if we were to implement this that we don't have those advanced in some areas we don't have those advanced math classes. No, we we have we are prepared to to accept this policy. I understand that. But at the moment though, we don't have the advanced classes. We have teachers who' be willing to teach those. No, we're required to do this per the state code right now and we have already worked with our administration at at the schools to adjust the master schedule to afford uh these changes. So, we are prepared right now to take this uh they're in favor of and they're in favor of it. uh

152they administrators it it it was shocking. I mean it's it's it's a big change and it has been across the state. Um but but given the fact that this is is required at this point, we we can do it. We uh but but I guess I think what you're asking is is uh Well, here's the thing. It's just like all of these things I understand, you know, is is this Virginia code now? Is that what you're saying? It's required. It's not just simply VS SBA's. Yes. This is in Virginia. And again, I think what this is going to involve is is making sure our parents know uh this change, advertising it. Um because there there is there's automatic enrollment, but there's also the option for parental optout. I understand that. What is your I want

153to hear what you're Well, I just um if are the are this is you know it just comes on them this year. It's just a little bit of a shock. This is going to require a lot of extra work for some teachers and so it's not just I'm not saying it's bad overall. I think it's a great idea. It's just that to just put this on if they would have said this must be implemented over the next 12 months I would be fine with it. But to say that this is going to be implemented, you know, as soon as school starts, when teachers are on vacation, it's just it's a lot. That's my problem with it. I wish there would be something about over the next, you know, 12 months this will be implemented or

154something like that to give time for our teachers to prepare. I I think what we have to be prepared for, too, and and it's not a reason not to do it. I I we have to do it at this point. But um for students that have traditionally done well in the regular math course now being automatically put into the advanced level math course and potentially a drop in progress, you know, in academic performance, I think we'll have to take, you know, we'll have to monitor that closely and and really provide see if we can't talk about, discuss, consider offramps for students. that that aren't successful with this automatic enrollment in the advanced course. That's the Yeah, that's the other side of it, too. So, I can see parents jumping at it and then the kids

155all of a sudden their grade goes down by 10% the next year. Yes. And there's just I don't know. I I just wish they would have given us time to implement this. All right. It was just it's just a comment not that we're making I I don't know the value of discuss I'd like to discuss this more but it's just like if it's Virginia code it's not just simply BSBA interpreting Virginia code be real choice is the concern because it's an automatic enrollment. It's the concern because they want us to do it first of all there's there's the the teacher thing I mentioned about have to just do something right away. Secondly is you have parents that say, "Oh, my my student did well, so this coming year they're going to be in the advanced

156class." And then all of a sudden the grades drop by some percentage because it's harder work. Um, have we there would have to be a lot of communication involved on both the students side and the parents understanding what's going to happen if they do go into that higher level and then also the teachers being prepared to teach these higher level courses. So it's just two things, but we don't have a choice about it. It's just it's a concern. What's going to be the difference in what we're doing now? Automatic enrollment. We already do that now, right? Pretty much it's not automatic. Automatic will be a change. Um, that's what I'm asking. Is it What's the big So, so I I think it'll be it's maybe an easy way to look at it is maybe it

157was more of a traditional optin. Yeah. And now it's going to be more of an opt out. So, so we'll have an automatic enrollment into these advanced level courses where it traditionally was, you know, maybe an informal conversation with the parent, the teacher, the student, and hey, maybe you should consider this course. Now, based on this policy and whatever score they receive on the so if they're in that top quartortile, they're automatically going to be enrolled in that course. Uh we'll we'll have to reach out, you know, make sure that parents are aware that there's an opportunity to opt out. Yeah. Um but it it'll be it'll be an opt out situation instead of an opt-in as as was probably more the traditional approach. I think if students are in advanced math, it it starts

158in like third or fourth grade. So, they're the progression is, you know, constant and the same, whereas they're in a regular math class in sixth grade taking so all of a sudden now they're in advanced math class and that that's a big change for parents, too. So, that's the Yeah. and and teacher because now you know one you have students that they're recommending and they're getting advanced grades and they're doing fine but now all of a sudden you're going to have these students that are automatically in there and the enthusiasm may not be there's all kinds of issues involved with that. So it's it's a burden on the teachers because they're probably going to have to change a little bit of their teaching strategies to be honest. Anyway, enough conversation we spent too much time

159on it but it's just a concern I have that's all. Thank you madam chair. Madam chair, next policy is JD. This is college and career readiness. Again, this is uh something that was discussed widely across the state. I think the end results is a good one. Uh this is uh now is required per Virginia code that each qualified high school student is provided access to courses at each high school in the division that are sufficient to complete the passport program and the uniform certificate of general studies program. These are the courses uh that are required uh through the community college uh for the for the associates degree program and and the relationship that we have with Rapahana Community College and and Germanic community college. So so those courses have been and will continue to be

160offered at the high school. The new part of it is is that it will be at no cost to the student. Uh so traditionally we have paid a certain uh fee for um credit hours. Uh those that fee will still exist for courses that are dual enrollment outside of the passport program or the uniform certificate of general studies. But for courses that qualify for those areas, there will be no fee. Now that's that's a good thing. Good. uh JD moving forward I am on JCJ classroom assignment for twins. So this has always been a policy um that that parents have the the ability to uh request either the same classroom or a different classroom if they have twins. Uh it sounds like maybe across the state there's been some contention there. Uh and and the

161updated policy now includes this phrase. Students must provide the uh schools must provide the placement request by the child's parents unless the division superintendent or design makes a classroom placement determination following the principal's request to do so based upon a determination by the principal at the end of the initial grading period and in consultation with the classroom teacher. Uh basically if there is disruptive or or harmful behavior with with those students being in the same class or different classes then the uh principal can make a recommendation to the superintendent and and we can um really override that request JCJ and now I am on J. Uh J is student records. Uh so again there's just an update to the bullets on student what qualifies as uh educational records. If you see there's a bullet uh

162highlighted in red at the bottom. If a student or student parent participates in the address confidentiality program pursuant to Virginia code, the student's street address or route number is not part of the students educational records. Um, as as you know, and I think we've talked in the past, there's certain directory information that we are required to share. Um, so so that added clause, I believe, is is in consideration of that. Um, and that's I believe the only or excuse me, no, there's an additional change there, redaction of foster parent address. Uh, notwithstanding any other provision of the law to the contrary, upon written request of a foster parent of an enrolled school of of an enrolled student, a schoolboard employee shall retract redact, excuse me, the address of the foster parent prior to providing the

163student the students actual parents any record containing such address. So, in other words, it gives the school division the ability to hide the foster parents address from the uh biological parent. How do we um Mr. determine how do we um track that correct like what if what if a biological parent came to the school and and wanted to take them out how do we know not to so they would go through the registar specifically yeah and just show their ID we would make sure yeah it's all in the computer there okay and we we have little notification things that pop up in powers school that that give us some information like that custody of situations and things of that nature Um gosh, this is a lot of policies. I'm trying to figure out where I

164left off. VA JRCA JRCA is our school service providers use of student personal information. So this came about with um a lot of the thirdparty vendors we using specifically uh technology um companies as you guys know we use a lot of uh software programs and this just uh puts in policy how uh it formalizes the way that we can and cannot share personal information about students um with those third party vendors. All right, next up is um KBA. Thank you. Keep me straight. Uh this is KBA request for public records. Uh this this is our um policy that references our FOYA officer. We made some updates here so that we can continue to be accurate in this policy. um for your officer training is is in there and required now. And then I think we

165removed it's it's in the regulation. So that'll be next. But you you'll see what I mean next with our FOYA officer. It used to specifically name Mrs. Higgins, but in order for us to not change that policy over the years, I'll show you the the what we uh updated in terms of the regulation. Uh so uh regulation KBA-R KBA-R this is our regulation uh for the request for public information uh it's required to put on there that we posted on our our schoolboard uh office and it's at our schoolboard office and on our website uh we remove the foyer officer may be uh reached with Amanda's email u because you can you can reach them through our our web page and by coming by Um, and then if you look below, there used to be

166a list of charges that are that are way outdated. Uh, so we removed th that list of charges and just included the bullets that uh we that FOYA allows the public body to make reasonable charges. Uh, and typical fees include staff time spent searching and reviewing records, staff computer search time, and copying and material cost instead of specific costs that that are outdated. Yes. You don't you don't think that might cause an issue with if someone wants to foyer you or someone on the board and they they don't want to charge that fee and they think you're just charging that fee because you didn't charge their friend that fee. Like if you're charging people different fees, you don't think that would be an issue? We won't charge people different fees, but sometimes depending on the

167information that's required to to access, we charge the rate the lowest Amanda, correct me if I'm wrong, but the lowest possible rate of the individual that's capable of acquiring that information. So hourly, I guess, like an hourly rate, correct? So if we need to do a computer search, you know, we wouldn't charge the hourly rate for the director. Uh we would charge the hourly rate for the the individual in the lowest possible hourly rate for the individual capable of performing that search. You are right. I think you're right, Miss Davis, is that some people could think because they don't understand all this, they could just simply do a foyer request and then their friend does another one and then they're two different rates. It's possible, but I think explaining to them the difference between one

168FOYA might require a whole lot of research and another one just an hour is a lot of research. And if someone's only making like Well, I guess that makes Well, Miss Higgins does a great job of of making sure that anyone making a foyer request is aware of how that cost breaks down. Okay. He's done a great job. I've been foyed a few times. Uh and then finally, we are on LBD. LBD is uh home instruction. Uh again, this looks like grammatical stuff on the front end. They're they're I guess to match some other uh all of the other policies that we have, we're changing the uh paragraph headings, right? And then if you uh work down uh notwithstanding any other applicable federal or state laws regarding disclosure of information. Again, not really much of

169a substantive change there. And then you see the superintendent or school board may disclose with the written consent of the students parents such information that was provided to satisfy the requirements of subsection. So, so this is something we've talked about in the past where we're not required as a school board to release certain information about exemptions. Uh, what this basically says is that a parent can give us consent and with parent consent, I mean, we would all be on the same page at that point and we'd provide the information that the parent has consented to. And that's the last uh policy update in in this uh slew of them. So at at this point I think we've removed GCG and down a little bit I don't see GCG set aside and IGBJ was the the

170math advanced. So I mean we we really just we have to do that. Um so Madam Chair I I guess So, do we want to talk about the one that we set aside or do we want to go ahead and approve the ones that we agree upon? The ones that were set aside were just simply because of all the changes for the where which one was that again? So, I tell you what, let's have a motion to go ahead and and and approve all except that one. That one and one we already approved. So GCG was the one that we set aside, right? So we would need a motion uh identifying each of those policies for approval. So take a deep breath. Oh, you have to say their name. Yeah. All right. Madam Chair, I

171make a motion that we approve of policies DJF, GBD, GCDA, GCE, GCG, GCPD, IG AE, IGB A, IGB J, I J D. Which one did we want to take out? Which one do you You already said it. You already passed it. GCG. So, I would just You could just keep going and then we'll admit GCG. Okay. I J D C J CJ J O J RCA KBA KBAR and LBD. And we remove GCG. GCG. And we approved. Which one did we already approve? Uh, we already approved the physical fitness, the IG AE, I guess. Yep. So, we remove that one as well. That one also. I second it. All those in favor? I I chair votes I. Motion carries. Okay. Now, back to GCCG. I didn't see when I was looking through it anything. Well,

172There are several times when they simply like some of the other policies we even looked at here with these other ones. It just simply changed it from his to superintendent. But when I see this over and over and over in a policy like here, you got it in the third sentence. You got it down. There's one, two. So, Mr. Bush, my suggestion is to go through and say what we would like to approve because you can I'd say just remove all the pronoun changes. Period. which basically that's all that's here except for capitalizations. There's some other grammatical changes too in the continuing contract section and stuff. Um Dr. Ward, can your staff fix that and bring it back next time? So, uh the directive is to ignore the pronoun changes but update the grammatical changes.

173Yeah. Yes. Bring that back next time, please. For action. Yes, that's good. Thank you. approve it with just the change or we have to you have to do the changes already. I can do it either way. Yeah, we could approve it now. Yeah. With the amended change. And I make a motion that we approve policy. What is it? CGC. Yes. CGC. No, GCG. GCG for the grammatical changes only but not the pronouns. Second. All those second. I have a question for you. that okay you're about to do any discussion um so I know that this is like very picky but it is bothersome to me so um there is there is a um pronoun but it's his and it's it says his and it's reflecting the superintendent and I actually prefer that it say superintendent

174versus his unless you because if you get technical it should his or her. And I would prefer if it just said superintendent instead of his. Where is that page? It's on page the first full page at the bottom. Page one says the teacher of his the superintendent's intention with respect to the recommendation. We actually came across this before in a previous policy and didn't change and and did change that because that's not really a pronoun change. That's just all right. Yeah, I'm fine with that. I just The whole thing with all of these pronouns is simply it's just political and it just bothers me. Sometimes it does give a little bit and I feel you on this so I'm with you on this. However, I think sometimes it does give a little bit more clarification,

175especially with this one where it says the superintendent. I just don't really learn up to date refers to his back. Well, the superintendent on that one right there in the days after the superintendent notifies the teacher of the superintendent's intent. He's repeating the word is generally in the past meant could mean him or her. You know what? You're right, David. That's that's redundant if you read that sentence. It is. Um but here's Yeah. grammatically when these things were used in English the his could did mean his or her. I know we've made a big deal out of it in the last 15 years or so and I understand that but I'm just saying again for a couple hundred years the English language when it would use words like this with his it could mean his

176or her. It's just that now because of the politics we've changed all that. So, I hear what you're saying and but it is a little redundant even in that sentence to use the word superintendent twice. You can put his hers. Yeah. I mean, that's that's the thing. It's his or her. It's not just his. So, that's why I think it's better to just use the actual person who's superintendent. Some of it does make sense when you just clarify and take out his her and just say instead of saying his her, it's the teacher, it's the superintendent, it's the cafeteria worker. I understand. That's fine. Erin, you have everything clear as mud now. [Music] All right. Okay. All those in favor? I chair votes I. Motion carries. Moving on to committee reports. We have one more

177uh discussion item. Madam Chair. Oh, oops. Delegate and alternate. We do. I was getting ahead of myself. alternative. So, Madam Chair, a school board in good standing with VSBA is entitled to one vote in all meetings of the association. A voting delegate and alternative will be selected from the membership of each member school by the school board. If you guys remember, this is something that we do at the uh annual VSBA convention. Uh in the past, traditionally, this has been the chair and the vice chair. Uh so we would need uh a motion to nominate our um delegate and an alter and an alternate. Just to let you know, I've been on this last couple years. It involves missing um about two and a half hours of the uh yearly meeting. In other words, you

178can't go to a couple of things, but it's no big deal. Well, it you're right. I mean, there were a few that were missing of the 132. There were probably 10 that weren't there, but you're supposed to be there. There is a voting to go to though. There is something at that VS. It's training, but it's not necessarily required. You you're you're recommended that you go through their training. But if you've already I've been through it once, I didn't go through it a second third time. I mean, right here, the delegate assembly, we have to go to that. Madam Chair, yes. I make a motion that we nominate the chairperson and the vice chair to the VSBA delegate and alternate second motion has been made and properly seconded. Any discussion? I didn't hear what he

179said. He nominated the chair vice chairperson be the delegate which is it's typical kind of you I All those in favor? I I your votes I motion carried. That's called There is one more thing I need to say with this. Each time that I've gone, you're going to probably see my name again. They don't make these changes. I don't know why. So when you get there, no, I'm not going. So that means when you get there though, you'll have to just They won't notice we're not there because they're looking for you. Okay, moving on. Um, does anybody have Mr. Frank, do you have any committee reports? No. Oh, man. Mrs. Cleveland. No. No. Mrs. Davis? No. Mr. Bush. It's summer time. No. Well, no. I'm trying to think. No. We missed both of us missed

180the last Yeah, we don't have Dr. Boy and I missed the last um meeting we had with ATI. So, no. Okay. I have none either. Superintendence report. Uh so, just two things quickly. Thank you, Madam Chair. As as you know, uh we are in full implementation mode with the weapons detection system. So, those are on site here in in our specific schools. Uh we're going through training. Dr. Wright and our principles have worked on procedures to implement across school divisions and uh as as uh I think was mentioned earlier, maybe it wasn't. We're also talking about communication and and making sure that our community is aware uh as to to what this new uh method of entering our school buildings will look like moving forward. So, so we're making the appropriate steps right now to

181implement that at the beginning of the school year. So, progress on that is is looking very good. Um the only other thing I'll add this evening is with the the passage of um the big beautiful bill um at the federal level uh we are monitoring the effect that will have on title programs. Uh we it will not be this coming budget cycle but potentially next budget cycle. There's been discussion about an effect on title two, title three, and title four. Uh I've worked with Miss Williams on what that looks like. Um so so currently that's about I won't break down all those sums, but it's about $150,000 in title 2, three, and four that potentially could be lost. Uh so we'll continue to monitor that situation. We haven't seen anything definitive yet. Um, but we're

182watching it as it develops and uh we'll just need to be aware of that because that that's tied to a lot of money uh in relation to professional development, tuition reimbursement for uh teachers, student uh service, student and family services. There's a lot tied into that that we'll uh begin to assess as as we get more information on that, but I just wanted to keep you in the loop on that and up to speed. Thank you, Dr. Boyd. Dr. Boyd. Excuse me, Madam Chair. Dr. Boy, have we made any progress or any any movement on um Head Start on Head Start? Uh I've reached out to Fredericksburg and we'll schedule a meeting with them to talk about how that is moving forward. We as we discussed it was in previous conversation um Fredericksburg has expressed

183some interest in meeting with us. Uh there was concern that Head Start was not going to be around, so it kind of put that meeting on hold. Uh we now know that Head Start will be around. Uh but I I know there's been some express interest from the board uh and and also locally in the community on seeing if we can't adopt that program to be King George, you know, entirely and and not be through anou with with Fredericksburg. So I'll update you after I have that meeting with Fredericksburg and how that goes. Excuse me, Madam Chair. Doc, Dr. Boyd, did you mention anything about title one, you just said titles two, title title one, I don't believe, is touched. Uh, title two, three, and four are the ones in question right now. And also,

184the state said that they would come through if there was touched. We'll see. All right. All remains to be seen. Okay. Word comment, Mr. Frank. Just want to thank the staff for all you're doing. Uh, I want to welcome the new principles, Mr. Burns, Ms. Tig and Lori Wises. Uh, and congratulations to all of you and welcome to King George. Well, one of you, welcome to King George. The rest of you have been here. Thank you. This is Cleveland. I also want to welcome the new staff to King George County. Super um happy to have you with us and looking forward to all the great things that you're going to do for our county. Um, and congratulations to those advancements. Um, thank you for all those that came to speak today or were on video.

185And I don't have really anything to report. I think I talked a lot during this meeting. Thank you, Mr. Bush. Again, I also want to add my thanks to the um new administrators that um have come on board. Thank you. Glad you're here. And also a whole lot of new teachers that are coming on board and hopefully a lot more that will be joining us soon. Um, also yes, I want to thank um, uh, Dr. Wright. You always do a great job in doing your presentations. Thank you very much for that. And, uh, see, did anybody else here on staff give a No, I don't think so. And appreciate um, our RMM for what they did and be happy to excited to hear what they're going to present at the next meeting for the um,

186with that in mind. Um would could you say if they're going to have that ready tomorrow, could you send the email to us? Okay, that's all I have. Mrs. Davis, um piggybacking off of my board, uh super excited about the new staff that's come on. Really, really excited about it. I feel bad for where you left because I'm sure they they're going to miss you a lot of Where was it? North umberland. They're going to miss you, but we're happy to have you. We're excited about it. Um, I love when I hear from the community about how they're excited about the changes or like Miss Lori, I can't there's never a time I say her name where people are like, "Yes, like they're so excited about her." Um, yeah. So, we're looking forward to that.

187Uh, oh, RRMM, is that right? That's right. Same thing. Super excited about the Votech school. I want to do it cost-effectively. Um, but I am excited of what that looks like for us in the future. That's exciting. And then that's about it. Yeah. Um Yes. And Dr. Wright, where is he? Right there. Oh, sorry. I didn't see. Anyways, thank you for your hard work and all that you do is um bring to the table what and and what you do for our schools and how you help Dr. Boyd and the just being that uh sidekick to him, partner in crime. And that's it. Oh, I wanted to say our one of our Oh, congratulations to Carrie because she is permanently school board unless there's a ride in and that's really bad. Same with Rachel Scott.

188She is here today and she's running for school board. Um, and so she will be the next school board member that replaces Mr. Bush. Uh, as long as nobody does a ride in and beats her. So, not likely to happen. Yeah. So, congrats. Thank you. I would also like to welcome all the new administrators. Uh super excited to have have you here in your new positions. Um I drove by North Unbound High School laugh this weekend and I had a little a little twang of sorrow for them because we're getting their their best of the best. Um thank you Miss Half for um quickly adjusting to the schedule for the weapons detection systems. So, I ran into her during uh during that time of adjustment and you pulled through and all the staff that attended

189the demo for that. Uh I think it's going to be a great ultimately a great thing, but we will have our challenges. Um and thank you to my board. It's been a long day for some of us. Uh I appreciate your support and your humor and the fact that we can make decisions without arguing too much. And that's all. You're looking at me. I wasn't looking at you. Oh, folks. Now, I would like someone to make a motion to go to close into close meeting. Madam Chair, I make a motion that pursuant to state code section 2.2-3712A of the code of Virginia. I move that the board convenes in a closed meeting to review hires, reassignments, resignations, stipens, and the superintendent's evaluation as permitted under 2.2-3711A uh one of the code of Virginia. Second. All

190those in favor? I chair votes I. We are now in close session. Oh, so cute. I make a motion to return to open meeting right open uh that the King George County School Board return to open session and certify the pursuing state code section 2.2-3712D 2-3712D only public business matters lawfully exempted from open meetings requirements under the chapter and only such public matters as were identified in the motion by which the closed meeting was convened were heard discussed or considered in the meeting by the public body second certify certify certify certify chair certifies all in favor I votes I motion carries I make a motion that we accept accept the uh person the personnel is presented. Second that motion. All those in favor? I I chairs I motion carries. Need one more motion to adjurnn.

191Madam chair, I make a motion that we adjourn until August the 4th at 5:30 this building. Yes. Accept. Second. Seconded. I'm sorry. All in favor I chair votes I motion carries stated and so uh there's a possibility we may need a personel special meeting so we'll reach out and let you know that be but if we end up hiring a number of people that we need to start before our next board meeting then we'll we'll just need three I'm